Proceedings of International Conference on Education

Unraveling Misconceptions: A Study of First-Year University Students’ Understanding of Basic Mathematical Concepts

2025-06-18T09:23:40+07:00

This study investigated the misconceptions held by first-year university students regarding basic mathematical concepts, with a focus on integer operations, fractions, and elementary algebra. Conducted at a private university in Aceh, Indonesia, the research involved 26 students enrolled in the Elementary Algebra course. A diagnostic test consisting of five open-ended questions was administered, followed by structured interviews with 6 students who exhibited notable errors. The findings revealed persistent misconceptions, including misapplication of integer rules, incorrect fraction operations (e.g., adding numerators and denominators directly), and flawed algebraic reasoning. These issues indicate a reliance on procedural knowledge rather than conceptual understanding, often rooted in prior learning experiences. The results highlight the importance of early diagnostic assessments and concept-focused instruction in bridging the gap between school and university mathematics. Addressing these misconceptions is essential to support students’ mathematical development and academic success in higher education.

Do Boys and Girls Visualise and Interpret Story Differently? A Gender-Based Study with EFL Learners Using Pop-Up Books

2025-06-18T09:33:37+07:00

This study investigates how boys and girls process the meaning of stories differently through the use of a pop-up book in an English as a Foreign Language (EFL) classroom in Aceh, Indonesia. Sixty fifth-grade students, consisting of 30 boys and 30 girls with intermediate English proficiency, participated in a series of tasks after reading a pop-up book entitled “Dreamworks Dragons: Adventures with Dragon: A Pop-up History”. Using a mixed-methods approach, this study assessed students’ visual recall, conceptual understanding, and emotional engagement through drawing, written responses, and interviews. Findings revealed that although boys and girls performed similarly in recalling visual scenes, girls demonstrated significantly stronger conceptual and emotional engagement. Girls’ responses often reflected empathy, moral reasoning, and character identification, whereas boys were more focused on action sequences and plot events. These differences suggest the importance of recognising gender-based narrative processing tendencies in designing EFL reading materials

The Utilization of Digital Technology in Increasing Learning Interest of Students at SDN 62 Banda Aceh

2025-06-18T09:38:47+07:00

Increasing learning interest in SDN 62 Banda Aceh students is a concern for teachers. This research aimed to increase learning interest in SD Negeri 62 Banda Aceh students with the use of technology that can improve learning in students. The research uses a descriptive qualitative approach with a case study method. The results showed that the use of technology allowed students at SDN 62 Banda Aceh to explore topics that interest them, access educational resources, and develop a broader understanding of the world around them

Exploring Students’ Perceptions of Project-based Learning in An Outcome-Based Education (OBE) Curriculum Framework

2025-06-18T09:46:54+07:00

This study explored undergraduate students’ perceptions of Project-Based Learning (PjBL) within the Outcome-Based Education (OBE) curriculum framework in the English Education Study Program at FKIP Universitas Syiah Kuala. As Indonesian higher education institutions shift towards OBE to enhance learning outcomes and teaching quality, PjBL has emerged as a dynamic and student-centered approach that fosters real-world engagement and competency development. A qualitative descriptive method was employed using a structured questionnaire distributed to 193 purposively selected students who had experienced PjBL in at least one course. The instrument measured students’ responses across ten key indicators, including clarity of learning outcomes, project relevance, engagement, collaboration, skill development, and real-world application. Findings reveal overwhelmingly positive perceptions: students found PjBL beneficial for deepening understanding, applying theoretical knowledge, improving critical thinking, enhancing collaboration, and increasing motivation. Moreover, students acknowledged that project tasks were aligned with OBE goals and effectively prepared them for future roles as English educators. However, challenges such as uneven workload distribution and time constraints were also noted. These insights highlight both the strengths and areas for improvement in PjBL implementation. The study concludes that PjBL, when thoughtfully designed and facilitated, serves as a powerful instructional strategy that aligns well with OBE principles and fosters meaningful, outcome-driven learning experiences. The findings provide practical implications for educators and curriculum developers aiming to enhance student engagement and competency in English language education through innovative pedagogies.

Analyzing the Impact of Reading Interest and Learning Resources Availability on Academic Achievement of Students at MTsN 4 Aceh Besar

2025-06-18T09:55:06+07:00

This study was motivated by the low academic achievement of students, which is suspected to be influenced by reading interest and the availability of learning resources. The purpose of this research is to examine the effect of reading interest and the availability of learning resources on the academic achievement of seventh-grade students at MTsN 4 Aceh Besar. This study employed a descriptive quantitative method. The population consisted of all seventh-grade students totaling 189 individuals, from which a sample of 47 students was selected using random sampling (25% of the population). Data collection techniques included questionnaires, interviews, and documentation, while data analysis was carried out using Pearson product-moment correlation and multiple correlation analysis. The results showed that reading interest had a significant influence on academic achievement, with a correlation value of 0.672 (categorized as high). The availability of learning resources also had a significant effect, with a correlation value of 0.610. Simultaneously, both independent variables contributed 57% to students' academic achievement. These findings indicate that increasing reading interest and providing adequate learning resources can directly enhance students' academic performance. Therefore, school literacy programs and support for learning facilities must be continuously improved.

Global Competence and Intercultural Education: Challenges and Recommendations

2025-06-18T10:11:41+07:00

This article discusses global competence and intercultural education as well as practices in some countries toward challenges faced and some recommendations presented. Literature review and deep studies on international data collected and its analysis on different approaches toward global challenges by various countries has enriched the study. The result found that the development of global competence and intercultural education is on progress for better education of future world generations. Countries around the world, including Australia, Indonesia, Vietnam, Thailand, and Taiwan, provide valuable examples of how to approach this integration within their educational systems. Despite challenges such as teacher preparedness and unequal access to resources, the continuous development of policies and educational frameworks ensure that global competence becomes an integral part of education worldwide. It suggests empowering learners of all ages from schools and higher education to act for a more peaceful, inclusive, sustainable world and cooperation.

The Effects of Discipline and Independence on Elementary School Students’ Learning Achievements

2025-06-18T22:00:30+07:00

This study aims to determine the effect of discipline and independence on the learning achievement of elementary school students. The background of this study is based on the importance of the role of discipline and independence in supporting the success of the learning process. This study uses a quantitative approach with a survey method. The population in this study were students in grades V and VI in one of the public elementary schools, with a randomly selected sample of 60 students. The research instrument was a closed questionnaire to measure the level of student discipline and independence, as well as report card data as an indicator of learning achievement. The results of the data analysis show that there is a positive and significant influence between discipline and student learning achievement. Likewise, student independence also has a significant influence on learning achievement. In addition, discipline and independence simultaneously provide significant contributions to improving student academic achievement. These findings indicate that strengthening the values of discipline and developing independence in students can be an effective strategy in improving the quality of learning. Based on the research results, it is recommended that teachers and parents pay more attention to the formation of disciplined and independent characters from an early age, as part of efforts to improve student learning outcomes as a whole.

Enhancing Science Process Skills Through AI-Based Virtual Laboratory in High School Physics Learning

2025-06-18T22:13:05+07:00

The advancement of technology, particularly Artificial Intelligence (AI), has significantly impacted various fields, including education. One of the AI-based applications that can be utilized in high school physics learning is the virtual laboratory. The use of virtual laboratories in physics education enables students to conduct interactive experiments without the limitations of physical tools and materials. This study aimed to analyze the effect of using virtual laboratories on students’ science process skills in the topic of the kinetic theory of gases. The research method employed is an experimental approach with a one-shot case study with pretest-posttest design. The research instrument consists of a multiple-choice science process skills test with 15 questions, administered before (pretest) and after (posttest) the use of the virtual laboratory. The study results show the N-gain percentage of 40% suggests that the use of a virtual laboratory was less effective in enhancing students’ scientific process skills. While the result of Wilcoxon signed-rank test 8,5 which can be concluded as there is a significant difference between the students’ pre-test and post-test averages. These findings demonstrate that a virtual laboratory is less effective to enhance students’ science process skills. Thus, the integration of AI technology in the form of a virtual laboratory should be combined with the right learning methods.

The Concept of Mangrove Conservation Approach through The Utilization of Local Values as A Foundation for Disaster Mitigation at SMP Negeri 11 Banda Aceh

2025-06-18T22:30:01+07:00

This study aims to explore the concept of a mangrove conservation approach at SMP Negeri 11 Banda Aceh that integrates local values as a foundation for disaster mitigation. Given the vulnerability of the Banda Aceh region to coastal disasters and the vital role of mangroves as natural protectors, this qualitative research with descriptive quantitative elements explored the understanding and perspectives of students, teachers, community leaders, and other stakeholders through interviews, questionnaires, observations, and focus group discussions. The results showed students' initial awareness of the importance of mangroves, but in-depth understanding of their role in disaster mitigation and related local values still needed to be improved. Teachers have the desire to integrate local values in learning, but face implementation constraints. Community/customary leaders emphasized the relevance of traditional wisdom in mangrove management and disaster mitigation. This study concludes that the utilization of local values in mangrove conservation programs at the school level has significant potential to increase students' awareness, participation, and resilience to coastal disasters, as well as preserve local cultural and environmental heritage. The development of a structured and sustainable conservation program based on local values needs to be further improved at SMP Negeri 11 Banda Aceh.

Strategies to Overcome Learning Challenges Faced by Elementary School Students in Utilizing Technology

2025-06-18T22:32:57+07:00

The use of technology in learning in primary schools has great potential to improve the quality of education. However, various obstacles are still faced by students in their utilization, such as limited access, lack of digital literacy, as well as lack of support from the learning environment. This study aims to identify the main obstacles facing primary school students in using technology and formulate effective strategies to overcome them. The research method used is a qualitative study with a descriptive approach, involving observation, interviews, and study of literature. The results showed that strategies such as improving digital literacy training for students and teachers, providing adequate technology infrastructure, and collaboration between schools and parents can significantly reduce barriers to technology-based learning. In addition, innovation in teaching methods and the integration of more interactive technologies are also important factors in improving the effectiveness of learning. With the implementation of appropriate strategies, the utilization of technology in elementary education can be more optimal, so as to support the improvement of learning quality and academic results of students.

Collaboration Among Teachers in Improving Students’ Creativity in Learning

2025-06-18T22:48:42+07:00

This study aimed to explore the form and impact of collaboration between teachers in improving student creativity at SD Negeri 53 Banda Aceh. This research used a descriptive qualitative approach through observation, interviews, and documentation studies during the implementation of the Introduction to School Field (PLP). The results showed that collaboration between teachers carried out in a planned and sustainable manner had a significant influence on increasing student creativity, especially in the aspects of courage to express opinions, exploration of ideas, and work. This research also underlines the importance of institutional support for the acculturation of teacher collaboration in order to realize innovative and responsive learning.

Integration of Problem-Based Learning (PBL) and Technology in Online Learning: A Literature Study

2025-06-18T22:54:24+07:00

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

An Analysis of Sentences Used in Fantasy Narrative Writing of Class-VII Students in SMPN 13 Banda Aceh

2025-06-18T23:03:20+07:00

This research aimed to identify the linguistic rules, especially the use of spelling, diction, and sentences in the fantasy narrative texts of class VII students at SMPN 13 Banda Aceh. This qualitative descriptive research was used with a content analysis method. Data were taken from students’ writing, collected through documentation. The data analysis technique used in this research was a qualitative data analysis technique. The results showed that there were spelling errors, such as the use of capital letters (62 errors), writing prepositions (30 errors) and the use of punctuation (15 errors), as well as the use of direct sentences (10 errors) and indirect sentences (145 errors). No diction errors were found, including words with meaning, denotation, connotation, and synonymous words. The results indicate that many students do not understand the use of spelling, such as capital letters, prepositions, and punctuation. Students’ writing skills, especially in writing narrative texts, are still considered poor and require improvement.

Effectiveness of Laboratories on Students’ Mastery of Science Process Skills in Basic Physics Laboratory

2025-06-18T23:09:55+07:00

The laboratory is a vital component in the Basic Physics Practicum learning process, playing a key role in developing students’ science process skills. This article aims to review the effectiveness of laboratory activities on students’ mastery of science process skills in the Basic Physics Practicum course through a literature review of both national and international research sources. The method used is a literature study with a qualitative-descriptive approach in accredited articles. The review results show that the use of laboratories particularly those adopting guided inquiry and project-based approaches significantly improves students’ science process skills, such as observation, data interpretation, hypothesis formulation, and communication of experimental results. Furthermore, the integration of laboratories with digital technologies also contributes positively to students’ motivation and engagement in the learning process. Thus, laboratories are proven to be effective in supporting the achievement of students’ science process skills. These findings emphasize the importance of optimizing laboratories as a means of active and contextual learning to improve the quality of Basic Physics Laboratory learning in higher education.

“Hey Bot, I’m Drowning in Deadlines, Can You Really Feel Me?”: Inquiring Chatbots’ Digital Empathy

2025-06-18T23:15:25+07:00

As artificial intelligence becomes increasingly embedded in higher education, AI-powered chatbots are widely used to support student learning and administrative tasks. While these systems offer efficiency, availability, and consistency, questions remain about their ability to respond to the emotional dimensions of academic life. University students often experience stress, burnout, and anxiety related to deadlines, grades, and daily campus pressures. In such moments, their interactions with chatbots are not merely informational but carry emotional weight. This study explores how students perceive the emotional sensitivity of chatbots and whether these tools can offer support beyond mechanical responses. Using a qualitative case study approach, the research involved 54 students from the Language Department at Universitas Serambi Mekkah. Data were collected over five months through classroom observations and a structured questionnaire consisting of both Likert-scale and open-ended items. The analysis followed an interactive qualitative model to identify patterns of emotional and cognitive engagement with chatbot systems. Findings revealed that while students appreciated chatbots’ speed and accessibility, many felt emotionally disconnected when expressing academic distress. Neutral or dismissive responses—especially during high-stress periods—reduced student motivation and trust. However, students responded positively to even minimal empathetic cues or validation in chatbot replies. The study highlights a gap between functionality and emotional responsiveness in current chatbot design. It calls for more emotionally attuned AI systems that can contribute not only to learning efficiency but also to student well-being. The findings suggest that incorporating affective awareness into chatbot development could enhance user trust, promote emotional resilience, and support mental health within academic settings.

Instructors vs. Learners’ Insights On ChatGPT Use in EFL Settings: Beneficial or Unfavorable?

2025-06-18T23:34:17+07:00

The application of ChatGPT, an AI-driven tool launched in 2022, has sparked debate in the English as a Foreign Language (EFL) setting since its emergence, with some questioning its effectiveness and others favoring its use. This study aimed to explore the insights of how students and instructors perceive ChatGPT in the EFL context. Using a descriptive qualitative method, 34 participants comprising 17 EFL students and 17 EFL instructors provided their insights through Likert-scale questionnaires. Thematic Analysis was used to examine the data. Results revealed mixed perspectives: the majority of both students (52.9%) and instructors (52.9%) agreed that ChatGPT positively contributes to English skill improvement. Similarly, most participants (58.8% students, and 64.7%) believed it provides a good learning experience. In terms of class participation, 35.3% of students and 47.1% of instructors considered ChatGPT effective. However, opinions on its user-friendliness were divided among students (35.3% disagreed, 29.4% agreed), while a majority of instructors (58.8%) found it not easy to use. Both groups (students: 50.8%, instructors: 53.9%) disagreed that ChatGPT enhances critical thinking, possibly due to its automation feature. Regarding future use, 35.3% of students and 41.2% of instructors expressed a positive outlook. In conclusion, ChatGPT is viewed favorably overall in the aspects measured, indicating its potential for use in EFL settings.

Multimedia Media and Their Impact in Increasing The Learning Motivation of Elementary School Students

2025-06-18T23:37:53+07:00

This study aimed to analyze the effect of the use of multimedia-based learning media on the learning motivation of elementary school students. This study was conducted because of the low motivation of student learning in conventional learning methods. The results showed that the use of multimedia-based learning media significantly increased student learning motivation compared to traditional methods. Visual, audio, and interactive elements in multimedia contribute to increasing student involvement during the learning process. However, this research also found several challenges, such as limited technology facilities and lack of teacher training in the use of multimedia-based learning media. With the application of the appropriate strategies, multimedia-based learning can be an innovative solution in improving the quality of education in elementary schools.

The Use of Slang Varieties by Students of SMAN 12 Banda Aceh City

2025-06-18T23:43:49+07:00

Slang is a linguistic phenomenon that develops among teenagers as a form of informal communication. It is often used to strengthen social relationships, express group identity, and follow popular cultural trends. This study aimed to analyze the use of slang varieties by Class XII students at SMAN 12 Banda Aceh City, identify the factors that influence it, and examine its impact on students' standard language skills. The research method used was descriptive qualitative with data collection techniques through direct observation, as well as listening, recording, and note-taking techniques. The data obtained were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that slang has become an integral part of student communication, especially in interactions with peers. The vocabulary used generally came from social media such as TikTok and Instagram, popular culture, and the influence of the social environment. The types of slang found included abbreviations, puns, foreign language absorption, and local dialect modifications. Slang functions as a means of self-expression and social solidarity among students. However, excessive use has the potential to reduce students’ ability to differentiate between standard and nonstandard language, and affect the level of politeness in formal communication. Some students unconsciously incorporate slang terms into academic assignments or interactions with teachers.

Transforming Non-Formal Education: Pedagogical Innovations and Character Development in Assessment

2025-06-18T23:58:39+07:00

In the context of 21^st-century education, non-formal education is vital for addressing diverse learning needs and preparing students for global challenges. This study examines innovative assessment practices at Hayat School, focusing on their alignment with national standards and impact on student development. The study aims to explore how holistic assessment can enhance learning by incorporating cognitive, emotional, social, and spiritual growth. Using qualitative methods, including in-depth interviews and document analysis, the study gathers comprehensive insights. Results show that Hayat School's assessment strategies significantly enhance student engagement and learning by fostering resilience and emotional intelligence. These practices support academic achievement and equip students with competencies needed to thrive in a rapidly changing world. However, challenges remain in standardizing non-academic assessments and effectively communicating progress to parents and stakeholders. The study concludes that while the holistic approach has substantial potential for long-term benefits, ongoing efforts are needed to refine assessment methods and improve communication. Future research should focus on developing standardized tools for evaluating non-academic growth and exploring the adaptability of these practices in other educational contexts. This research contributes to understanding how non-formal education can drive innovation and meet contemporary learning demands.

Formulation and Stability Test of Anti-Acne Toner Preparation with Jasmine Flower Extract (Jasmimum sambac L)

2025-06-26T00:15:20+07:00

Toner can prevent residue and sebum from absorbing into the pores of the face which can cause various problems on the skin of the face such as acne. Jasmine flowers have a content that can inhibit Staphylococcus epidermidis bacteria and shigella flexneri bacteria with a concentration of 10% which is one of the bacteria that can cause acne. The purpose of this study was to analyze the effect of variations in surfactant concentration on the stability of anti-acne toner preparations with jasmine flower extract and to identify the optimal formulation based on the results of the evaluation of anti-acne toner preparations with jasmine flower extract. The laboratory experimental research method used a quasi-experimental method without a control group with a one-group posttest only design. Jasmine flower extract was formulated as many as 2 formulas with variations in polysorbate 20 concentration of 5% and 5.65%, then a stability test was carried out using the cycling test method for 12 days for 6 cycles by evaluating before and after the stability test, including organoleptic, homogeneity, viscosity, and pH. The results of the study showed that the preparation of jasmine flower extract toner (Jasminum sambac L) with variations in surfactant concentration showed differences in organoleptic, homogeneity, pH, and viscosity. In the pH test it was unstable (p 0.000). The viscosity test of formula I (p 0.081) was stable, formula II (p 0.400). The conclusion of the two formulas in making jasmine flower extract toner preparations with variations in surfactant concentration from the results of all cycles in the cycling test obtained physically stable evaluation results but were chemically unstable so that there was no optimal formula.

The Role of AI in Promoting Learning Independence and Scientific Explanation Ability among Physics Education Students

2025-06-26T00:19:47+07:00

Integrating Artificial Intelligence (AI) in higher education has transformed learning processes, particularly in complex subjects like physics. This study investigated the implications of AI utilization, specifically generative tools such as ChatGPT on two key aspects of physics education: students’ learning autonomy and scientific explanation skills. A descriptive quantitative approach was employed, surveying 50 pre-service physics teachers from universities in Aceh, Indonesia, using a structured questionnaire. The findings revealed that while AI tools support students in understanding concepts and completing assignments, there is a notable gap in fostering deep conceptual engagement and critical thinking. Most respondents (45%) agreed that AI aids learning autonomy, yet only 20% strongly agreed, suggesting a partial dependence on AI without fully developing independent learning skills. Similarly, only 35% agreed, and 17% strongly agreed that AI enhances scientific explanation abilities. Analysis indicated a positive correlation between learning autonomy and explanation skills, though not linear, highlighting potential overreliance on AI-generated solutions at the expense of reflective reasoning. The study underscored the importance of designing pedagogical strategies that balance AI integration with cultivating critical, reflective, and exploratory thinking. These insights contributed to the growing discourse on AI's role in physics education and its impact on students' cognitive and conceptual development.

Reconstructing PjBL into PjSBL: A New Pedagogical Strategy for Social and Ecological

2025-06-26T00:24:25+07:00

This study explores the transformation of Project-Based Learning (PjBL) into a new pedagogical model called Project Social-Based Learning (PjSBL). The primary objective of this study was to propose a framework for PjSBL that integrates real-world social and ecological issues into learning processes, fostering not only academic skills but also social responsibility and ecological awareness. Using a qualitative approach, the study combined a systematic literature review and documentary case studies to identify key limitations of PjBL and to propose solutions for its transformation into PjSBL. The findings revealed that while PjBL effectively develops 21^st-century skills, it often lacks social and ecological relevance. In contrast, PjSBL aims to engage students in real-world social change through critical pedagogy and service learning. This study’s implications suggested that PjSBL could be a significant model for educational curricula worldwide, contributing to the development of socially conscious and ecologically responsible citizens.

Realistic Mathematics Education Based on The Ethnomathematics in Rumoh Aceh

2025-06-26T00:28:51+07:00

Mathematics plays a very important role in everyday life, we cannot imagine how difficult the lives of our students will be in social life if they do not understand mathematics well. Therefore, in learning mathematics in schools should begin with the introduction of problems related to daily life or culture in the area. This study aims to explore ethnomatics in Rumoh Acehin learning geometry for flat mangun material. The research method used in this study is qualitative with an ethnographic approach. The sampling technique uses purposive sampling. The subject of the study was a grade 3 student of Sekolah Alam Bireuen (SABIR) which is located in Bireuen Regency. Data was collected using conservation techniques, and interviews. Data analysis techniques through observation in the form of checks about activities while in Rumoh Aceh, and data analysis for interviews where during the interview will be asked questions about what things can be explored from Rumoh Aceh related to flat building material. The results showed that in geometry learning, abstract flat building material can be presented to a more concrete culture, namely Rumoh Aceh. This study found that there is ethnomatics in Rumoh Aceh building in geometry learning, especially flat shapes (square, square, triangle, parallelogram, and rhombus) taught with RME. Through this, students can know that there is an interrelated unity between mathematics learning in the context of Rumoh Aceh culture.

Diction and Language Style in Rocky Gerung’s Rhetoric

2025-06-26T00:34:30+07:00

This study aimed to describe and analyze the use of diction and language style in the rhetoric of Rocky Gerung, a widely known public intellectual in Indonesia. The method used was descriptive qualitative with content analysis technique. The data in this study were transcripts of five videos of Rocky Gerung's speeches and interviews uploaded on the YouTube platform, with a total of 20 transcripts. The results showed that Rocky Gerung consistently used denotative and connotative diction to strengthen his arguments and shape audience perceptions. In addition, he also utilized various language styles, such as metaphor, irony, and repetition, to provide a strong rhetorical effect and emphasize his position in public debates. The findings showed that the right choice of diction and language style are key to Rocky Gerung’s rhetorical effectiveness in conveying messages and building intellectual influence.

How Pre-Service Teachers Make Sense of Numbers: A Qualitative Study on Arithmetic Instruction in Primary Schools

2025-06-26T00:40:32+07:00

This qualitative study explored how pre-service elementary school teachers make sense of number concepts and arithmetic operations as part of their preparation for teaching mathematics. In the context of 21^st-century learning, pedagogical innovation requires future educators to develop not only procedural fluency but also deep conceptual understanding. The study involved 65 pre-service teachers enrolled in Primary Teacher Education. Data were collected through written reflections, concept mapping, and semi-structured group interviews, then analyzed using thematic analysis. Data analysis was conducted using the phenomenological thematic analysis method to identify key themes and patterns in pre-service teachers' experiences. The findings of the study revealed significant differences between pre-service teachers' understanding and scientific conceptions, referred to as Zone of Concept Image Differences (ZCID). The conclusion of this study shows that teaching the concept of number and arithmetic operations is often constructed narrowly, thus not supporting the development of broader thinking in students. This study underscores the importance of embedding conceptual discourse in pre-service training to foster innovative teaching practices.

Problem-Based Learning Model Integrated with Self Efficacy: A Literature Review on Improving Self-Efficacy in Critical Thinking

2025-06-26T00:44:53+07:00

Problem-Based Learning (PBL) integrated with self-efficacy is one of the effective learning models to improve critical thinking skills. Critical thinking skills are an important competency that students must have to support the 21^st century learning process. This study aimed to examine the self-efficacy integrated PBL model in improving students' critical thinking skills. The method used was a literature study by analyzing various theories and relevant research results. Literature searches were carried out in the bibliographic database of Google Books, Google Scholars, national articles, and reputable international articles, such as (a) ScienceDirect, (b) Elsevier, (c) Taylor & Francis (d) Semantic Scholar, and reference books. The findings showed that integrated PBL self-efficacy can improve critical thinking skills, and problem-solving, foster confidence in one ability, increase learning motivation, and learning independence.

From Needs Analysis to Motivation: A Theoretical Review of Community-Oriented Approaches in Language Learning

2025-06-26T00:49:37+07:00

This theoretical review explores the intersection of needs analysis, motivation, and classroom community-building in language learning, emphasizing how these elements can be integrated to create more inclusive and engaging learning environments. The study addresses a key gap in the literature: while needs analysis has traditionally informed curriculum design, its potential to enhance motivation and build classroom community remains underexplored. Drawing on foundational theories including self-determination theory, collective efficacy, and learner-centered pedagogy, the review synthesizes recent research to propose a holistic framework for language instruction that is both responsive and community-driven. Employing a qualitative theoretical review methodology, the study analyzed a wide range of peer-reviewed literature published post-2010. Thematic content analysis was used to identify core patterns and interconnections across scholarly sources. Three key themes emerged: needs analysis as an ongoing, participatory process; community-building as a motivational strategy; and practical challenges in implementing these principles across various contexts. Findings highlight that the ongoing needs analysis enhances learner autonomy and relevance of instruction, while classroom community strategies—such as kindness rituals, collaborative goal setting, and autonomy-supportive teaching—boost motivation and engagement. Challenges in applying these strategies, especially in online or exam-oriented contexts, were also identified, with adaptive suggestions including professional development and Universal Design for Learning. The review concludes that integrating needs analysis with motivational, community-based pedagogy provides a robust foundation for fostering inclusive, dynamic, and learner-centered language classrooms. It advocates for teacher training and institutional support to translate these insights into sustainable pedagogical practices.

Evaluation of AS System Application for Management Information System (MIS) Financing at Ma'had Muhammad Saman Private Middle School

2025-06-26T00:54:18+07:00

This study aimed to evaluate the effectiveness, efficiency, and accountability of the Management Information System (MIS) of financing using the AS System Application at SMP Swasta Ma'had Muhammad Saman. This evaluation was conducted to determine the extent to which the AS System application can support optimal school financial management in terms of quality and user satisfaction. The research method used was descriptive statistics. Data were collected through questionnaires distributed to application users, namely parents of students. Qualitative data were obtained through in-depth interviews with related parties and direct observation of application usage. The results of the study were expected to provide a comprehensive picture of the advantages and disadvantages of the AS System Application in managing school financing, as well as provide recommendations for system improvement and development. The benefits of this study are to contribute to the development of a better education management information system, especially in the aspect of financing, as well as increasing transparency, accountability, and efficiency of financial management at SMP Swasta Ma'had Muhammad Saman.

Digital Literacy Transformation: Opportunities and Challenges

2025-06-26T01:00:50+07:00

The transformation of literacy in the digital era has changed how we understand and use information. Digital technology makes it easier to access information and learn. Still, it also presents challenges such as the spread of fake news, digital access gaps, and the negative impact of social media. This study discusses how traditional reading and digital literacy can complement each other to enhance the abilities of younger generations. By reviewing various studies, it is found that education plays a crucial role in bridging the digital literacy gap. Besides technical skills, young people also need to learn how to critically assess and evaluate information. Therefore, innovative education policies, broader access to technology, and more effective learning methods are needed to help them take advantage of opportunities in the digital era while overcoming its challenges.

The Use of Uno Card Game to Improve Learning Outcomes of Grade X Students on The Topic of Atomic Structure at SMAN 12 Banda Aceh City

2025-06-26T01:05:56+07:00

This study aimed to determine student activities, learning outcomes and student responses with the use of UNO Cards as learning media. The sample in this study was 26 class X students consisting of 16 male students and 10 female students. This type of research was descriptive qualitative. The results of observations of student activities from the first meeting to the second meeting increased successively from 75.96% to 92.30% and the percentage of student learning outcomes completion was 92.30%. The positive response of students was 93.74%. Based on the results of the study, it can be concluded that student learning outcomes through the Use of UNO Card Learning Media on Atomic Structure Material for Class X SMAN 12 Banda Aceh City can achieve a successful level. It is suggested that further research be conducted on UNO Card Learning Media for other chemistry topics or other educational fields, so that the effectiveness of using UNO Card Learning Media in improving student learning outcomes will be known in general.

The Impact of Gadget Addiction to Social and Academic Development of Elementary School Students and Their Handling Strategies

2025-06-26T01:11:29+07:00

Development of digital technology has brought major changes in the lives of children, including elementary school students. This study aimed to find out the impact of gadget addiction on social interaction, communication skills, and learning outcomes of elementary school students based on nine relevant academic references. In addition, this research also explores strategies that can be applied by teachers and parents to reduce the negative impact of gadget addiction. This study uses a library review method with a qualitative descriptive approach. Data was collected from scientific journals, books, and previous research that discussed the impact of the use of gadgets on elementary school students. The results showed that gadget addiction contributed to decreased social skills, concentration disorders, and decreased student academic achievement. In addition, the negative impact also includes physical and emotional health problems. Therefore, an approach that involves the active role of parents, teachers, and school environment in controlling the use of gadgets and implementing learning strategies that are more interactive and based on real experience

From Chatbots to Heartbeats: AI-Driven EdTech and the Emo-Cog Journey of Language Learners

2025-06-26T01:15:42+07:00

This study explored the emotional and cognitive (Emo-Cog) experiences of university students using AI-driven educational technology (EdTech) in the context of English language learning. As AI-based tools such as chatbots, personalized learning platforms, and mobile applications become increasingly integrated into education, understanding their impact on learners goes beyond test scores and usability—it included how students feel, think, and engage. This explorative case study involved 93 first-year non-English major students at Syiah Kuala University who were already familiar with AI tools. Data were collected through a structured Likert-scale questionnaire that examined students’ emotional responses (e.g., motivation, anxiety, enjoyment), cognitive engagement (e.g., clarity, focus, memory), and perceptions of AI features (e.g., feedback, personalization, gamification). Findings revealed that students generally responded positively to AI-assisted language learning, reporting increased motivation, emotional comfort, and clearer understanding when using tools that offered real-time feedback, adaptive content, and gamified interaction. Many students described AI as a “partner” in learning, not just a tool—highlighting its role in fostering autonomy and reducing communicative anxiety. However, some limitations were identified, including over-automation and lack of contextual explanations. The study concluded that effective AI-driven EdTech must consider both the emotional and cognitive dimensions of learning, especially for novice language learners. The implications suggest that educators and developers should design emotionally responsive AI environments to enhance learner engagement. While limited to one institution and self-reported data, this research offers valuable insights into the Emo-Cog journey of language learners and calls for further studies integrating emotion and cognition in EdTech evaluation.

Moringa Oleifera Leaf Extract as A Natural Alternative to Treat Acne on The Skin

2025-06-26T23:24:22+07:00

Acne is a common skin disorder, especially among teenagers and young adults, which can affect a person's self-confidence. This condition is caused by blockage of hair follicles due to excess oil and dead skin cells, and is influenced by hormonal factors, stress, diet, and skin hygiene. The high cost of skin care encourages some people to look for alternative solutions made from natural ingredients. Moringa oleifera leaves are known to contain active compounds such as flavonoids, tannins, and saponins which are antibacterial and anti-inflammatory, so they have the potential to be used for skin care. In this study, a simple experiment was conducted by mixing moringa leaf extract and pure honey to make a natural mask that was applied to acne-prone facial skin for seven days. The results of the observation showed a decrease in the number of acne, inflammation, and redness of the skin. This effectiveness is obtained from the active compounds of moringa leaves which are able to fight acne-causing bacteria and the honey content which plays a role in maintaining moisture and accelerating skin regeneration. The results of this study indicate that the combination of Moringa leaf and honey masks can be an effective and safe natural alternative in acne skin care, and has the prospect of being further developed in the world of cosmetics and herbs.

Inner Conflict of Characters in The Novel “Santri Pilihan Bunda” by Salsyabila Falensia

2025-06-26T23:34:20+07:00

This study aimed to determine the forms of inner conflicts of the characters in the novel “Santri Pilihan Bunda” by Salsyabila Falensia. The method used was a qualitative research method, with data taken from this novel. The data collection technique used reading and note-taking techniques. The data analysis involved data reduction, data presentation, and conclusion drawing. Based on the analysis of the novel, the results showed that there were nine characters who experienced inner conflicts, namely Aliza Shaqueena Iqala, Kinaan Ozama Elfatih (Angkasa Armaghan), Zero, Rana, Zena, Kanaya, Mrs. Mira, Lintang and Mawar. The forms of inner conflicts experienced by the characters in the novel were divided into twelve forms: anxiety, frustration, guilt, anger, shame, sadness, fear, distress, disappointment, hurt, depression, and regret.

Synergistic Pathways to Excellence: How Team Collaboration, Compensation, and Competence Drive Lecturer Performance in Indonesian Higher Education

2025-06-26T23:39:12+07:00

Team collaboration is a fundamental element in improving lecturer performance. In today's increasingly complex and globalized work environment, educational organizations face serious challenges in forming strong teams, while also building compensation systems and developing lecturer competency. This study was conducted on lecturers in Banten Province, Indonesia, involving a population of 395 educators. A sample of 79 lecturers, representing 20% of the population, was selected using a sampling technique. Data analysis using Partial Least Squares-Structural Equation Modeling (PLS-SEM) revealed that the three factors have a significant relationship and influence each other. The findings show a significant and reciprocal relationship between team collaboration, compensation, and competence, especially in the context of education. The results show that effective team collaboration can greatly improve lecturer competence, which in turn, leads to improved performance. In addition, a well-structured compensation system not only improves competence but also encourages the development of lecturer skills. The three factors, namely team collaboration, compensation, and lecturer competence, together have a positive influence on lecturer performance in Banten. This shows that supportive collaboration and effective compensation can directly improve individual performance. This study provides valuable insights into human resource management, particularly in the education sector. Decision makers can use these findings to develop strategies that support team collaboration, improve compensation systems, and support the development of lecturer competencies. Ultimately, it is expected that organizations will create a harmonious and productive work environment that enhances individual performance and contributes to the overall success of the organization.

Development of Interactive Multimedia Using Word Wall Through Problem-Based Learning (PBL) Model in Science and Social Subjects

2025-06-26T23:42:48+07:00

This research is motivated by the suboptimal use of available IT resources in schools by teachers. There is a lack of development of innovative, interactive, and engaging media for students, as well as the absence of technology-based learning media. Therefore, teachers need to improve their ability to create technology-based instructional media to prevent student boredom. The Problem-Based Learning (PBL) model has also not been previously applied in the use of instructional media, especially those based on technology. Based on these issues, this study aims to develop an interactive multimedia learning media using Word Wall and the Problem-Based Learning (PBL) model for Science and Social Subjects (IPAS) learning in grade IV of elementary school that is valid, practical, and effective. This research is a type of Research and Development (R&D) using the ADDIE model. The ADDIE model consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The designed media was validated by experts using validation sheets in the form of questionnaires. Product validation was carried out by content experts, media experts, and language experts. Practicality was assessed through teacher and student response questionnaires. Finally, effectiveness was measured by giving evaluation tests to students.

The Relevance of Jean Piaget’s Theory of Moral Development in Addressing The Challenges of The Society 5.0 Era

2025-06-26T23:48:29+07:00

The Society 5.0 era is characterized by the harmonious collaboration between technology and humans to create a better life. Rapid technological developments offer children access to various learning resources but simultaneously open the door to ambiguous or even contradictory moral values. This study aimed to describe the relevance of Jean Piaget's theory of moral development in addressing the challenges of the Society 5.0 era, using a literature review approach. Moral development in children begins with observing behaviors and judging them as right or wrong, followed by the imitation of those behaviors. Moral awareness begins to form in early childhood, underscoring the critical role of parents in shaping children's moral intelligence. Jean Piaget, a Swiss psychologist, proposed a theory of moral development aligned with his broader cognitive development theory, suggesting that morality evolves through stages parallel to cognitive growth. According to Piaget, moral development occurs in two stages: (a) Heteronomous Morality (ages 5–10), where rules are seen as unchangeable mandates from authority figures such as God, parents, and teachers; and (b) Autonomous Morality or the Morality of Cooperation (ages 10 and above), where children begin to recognize differing perspectives and consider moral intentions. In today’s technological age, children aged 0–8 face challenges including a lack of digital regulation, exposure to inappropriate digital content, and emotional and social disturbances. Thus, Piaget’s theory remains highly relevant in navigating moral development challenges in the Society 5.0 era.

HUMAN-CENTERED AI IN LANGUAGE CLASSROOMS

2025-06-26T23:51:40+07:00

This qualitative case study investigated how teachers and students at senior high schools in Banda Aceh experience the integration of artificial intelligence (AI) tools in classroom-based language learning. Adopting a human-centered perspective, the study addressed two primary questions: (1) how do teachers navigate their roles when integrating AI into classroom instruction, and (2) what are students’ experiences of receiving AI-generated feedback in a teacher-guided learning environment? Data were collected through semi-structured interviews with English teachers, Focused-Group Discussions (FGDs) with students, and classroom observations. Thematic analysis was applied to identify emerging patterns across data sources. The findings indicate that teachers serve as facilitators, interpreters, and ethical decision-makers in the use of AI, consciously adapting AI-generated feedback to suit student abilities, classroom dynamics, and instructional goals. While they value the efficiency and personalized support AI offers, teachers remain central in guiding students through the feedback and ensuring pedagogical alignment. Students generally perceive AI feedback as helpful, especially for grammar and writing tasks, yet they often rely on teachers to clarify or validate the suggestions. Their confidence and motivation in using AI tools increase when teachers provide clear guidance and frame AI as part of an interactive learning process. This study affirms the importance of a human-centered approach to AI integration in education, where technology enhances—not replaces—teacher-student interaction. The study recommends targeted teacher training, collaborative AI design, and policy support to ensure ethical and meaningful classroom implementation. Its limitations include a single-site focus and non-generalizable scope.

Focus Group Discussion in Enhancing Students’ Speaking Skill at SMAN 5 Barru

2025-06-26T23:56:02+07:00

This research was conducted due to low speaking ability in English among students at SMAN 5 Barru. The researcher aimed to investigate the use of the Focus Group Discussion (FGD) method to improve students' fluency and vocabulary at SMAN 5 Barru. This study used a pre-experimental quantitative design, where the FGD method was used to help improve students’ speaking skills. The research procedure included a pre-test, treatment (FGD sessions), and a post-test. The sample in this study was the students of class XI MIA 1, selected from three classes as the population. A purposive sampling technique was used to choose the sample. The instrument used to collect data was a speaking test. The same speaking test was used in both the pre-test and post-test. Based on the results, the average pre-test score for fluency was 4.00, which increased to 53.85 in the post-test. The vocabulary score also improved from 35.38 in the pre-test to 61.54 in the post-test. These results show an improvement in both fluency and vocabulary after using the Focus Group Discussion method. Therefore, it can be concluded that the FGD method helped improve students’ speaking skills at SMAN 5 Barru.

Enhancing EFL Learners’ Critical Digital Literacy through AI-Integrated Writing Platforms

2025-06-26T23:58:44+07:00

As digital technology and artificial intelligence (AI) continue to transform education, English as a Foreign Language (EFL) instruction must evolve to meet the demands of the digital era. One critical yet underexplored issue is the development of critical digital literacy (CDL) among EFL learners, particularly in contexts where students heavily rely on AI writing tools without understanding their limitations. This study investigated the extent to which AI-integrated writing platforms influence CDL among EFL students at Universitas Serambi Mekkah. Employing a mixed-methods approach, the study sampled 30 third-year undergraduate students majoring in English education. Data were collected through pre- and post-tests, classroom observations, and semi-structured interviews. The findings revealed a significant improvement in students' writing performance when using AI tools, but also highlight a lack of critical engagement with AI-generated content. The study underscores the need for explicit instruction in CDL to ensure that students can effectively evaluate and integrate AI-assisted outputs. This research contributes to the growing literature on AI in EFL by identifying a novel gap in CDL development and proposing pedagogical strategies tailored to the Indonesian EFL context.

Learning in The Digital Era: Perception of the Physical Education, Health, and Recreation Students (Penjaskesrek)

2025-06-27T00:02:38+07:00

The development of education in the digital era continues to be balanced according to the needs in the world of education as well as in learning physical education, sports and health. Awareness of the need for change following trends, this study examines the responses of physical education students to physical education learning in the digital era. The purpose of this study was to determine the perceptions of physical education students towards physical education learning in the digital era. Qualitative research methods using online questionnaires or google forms, subjects were physical education students of the FKIP Abulyatama University. The results of the study conducted by students generally already use sophisticated cellphones so that they already understand a lot about digital and often access various references for lectures. According to students, as a professional teacher, they must follow trends so that the teacher's obligations in educating students in the intellectual, social, and emotional fields can be carried out effectively. Teachers who improve themselves in digital resources make it easier for students to understand various things in the outside world. The digital era is an era of change in the 4.0 and 5.0 eras. In the digital era, there are also many innovations found in the field of education, especially in the fields of teaching and learning. In the learning process, there are many applications that can be downloaded as supporting materials. Professional teachers are also able to bring students to be valuable with innovations put forward by students through the guidance of their teachers. There needs to be further research or a community service activity in improving competence in the learning process in the digital era.

The Implementation of P5 to Develop Independent Character among Elementary School Students

2025-06-27T00:09:25+07:00

Developing independent character in elementary school students remains a central focus in character education. This study explored the implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) as a strategy to foster independence among third-grade students at SD Negeri 10 Banda Aceh. Using a descriptive qualitative approach with a case study design, data were collected through observation, documentation, and teacher interviews. The findings indicate that P5 effectively supports the development of key indicators of independent character, including responsibility, discipline, and self-reliance. The integration of project-based learning within the Merdeka Curriculum creates meaningful opportunities for students to build autonomy in both academic and behavioral aspects.

Validation and Practicality of Biotechnology Teaching Materials Ethnoscience Based to Improve Students’ Entrepreneurial Interests

2025-06-27T00:15:00+07:00

The aim of this research is to produce ethnoscience-based biotechnology teaching materials that meet valid and practical requirements to facilitate students in learning about fermentation material. This research is development research (R&D) which is motivated by the need and understanding of ethnoscience-based biotechnology for students and the limited teaching materials to support learning. The development model used is the ADDIE approach (Analysis, Planning, development, implementation and evaluation). Data collection instruments in this research were observation sheets, interview sheets, validation sheets, and student response questionnaires. The data collection techniques used are validation analysis and practicality analysis. Ethnoscience-based biotechnology teaching materials were validated by 3 validators and revised according to suggestions from the validators, and tested on 18 chemistry education students to see the practicality of the teaching materials. The validation results for teaching materials were 81.5% in the valid category and the product trial results were 83.33% in the very practical category. The results of data analysis show that the ethnoscience-based biotechnology teaching materials developed have met the valid and practical criteria for use by chemistry education students at The Teacher Training and Education Faculty (FKIP) of Universitas Serambi Mekkah.

Wives’ Independence and Responsibility for Children’s Education in Aceh

2025-06-27T00:20:00+07:00

This research aimed to examine the independence and responsibility of wives in children's education in Aceh, which is influenced by local social, economic, and cultural factors. The role of the wife in the family is often debated by traditional norms in Acehnese society, which are related to the importance of the wife in children's education. This research aimed to find out how independent wives express their opinions regarding their children's education and their responsibility to help the children's educational development. The study method was carried out using a qualitative approach with a focus on case studies, data was collected through participant observation and in-depth interviews. The study findings showed that, although there has been some improvement in the development of self-control, the main factors influencing children's behavior are social and cultural. The wife's responsibilities can be seen more clearly in the aspect of mentoring children's education and daily supervision of the mentoring aspect. This study shows that although wives' independence and responsibility for Acehnese education are important factors in improving the quality of children's education, a more comprehensive social structure is still needed. These findings highlight the importance of improving wives' ability to raise children through policy and increased community awareness.

The Influence of Organizational Culture on Teachers’ Commitment to the Profession at Madrasah Tsanawiyah in South Jakarta

2025-06-27T00:24:03+07:00

This study aimed to: 1) understand organizational culture, 2) examine teachers' commitment to their profession, and 3) analyze the influence of organizational culture on teachers’ commitment to the profession in Madrasah Tsanawiyah, South Jakarta. The research employed a quantitative approach, including steps such as determining the population and sample for hypothesis testing, developing and testing instruments for data collection, data analysis, and compiling a report with conclusions and recommendations. The population in this study consisted of 315 teachers from State Madrasah Tsanawiyah (MTsN) in South Jakarta. The sampling method used was Slovin's formula with a 5% margin of error. From the total population of 315, a sample of 177 participants was selected. The analysis method involved correlation testing followed by the calculation of the coefficient of determination. The findings indicated a significant positive relationship between organizational culture and teachers’ commitment to the profession, as evidenced by the correlation coefficient value of rᵧ₁ = 0.611 and the coefficient of determination rᵧ₁² = 0.373. This means that 37.3% of teachers' commitment to the profession is influenced by organizational culture.

The Implementation of Digital Learning Using Padlet Tool in A Learning Media Concept

2025-06-27T00:28:18+07:00

Digital learning has become essential and inescapable in teaching and learning in this digital era. It can be done at home, in class and on the go to obtain a more holistic approach to education. University lecturers should employ digital learning in the classrooms so that students who are prospective teachers can develop a digital skill and have a more creative, fun, and smart teaching competence that is more student-centered. One of the platforms that supports this aim is the Padlet tool. This study aimed to investigate the effects of using the Padlet tool to improve the learning and digital skill of Pre-service physical education student teachers. Observation, semi-structured interviews, and documentation during the application of Padlet in the classroom were employed to collect data. The results showed that the students considered Padlet interesting and easy to use. The features in Padlet allow them to be creative and think critically, thereby increasing their confidence, learning interest, motivation, as well as digital skills.The ‘dashboard’ feature, in particular, increases curiosity, creativity, and critical thinking ability. The students also feel encouraged to use it again in the classrooms when they become teachers in the future.

Enhancing EFL Writing Proficiency through an AI-Integrated Platform: QuillBot’s Role in Learners’ Engagement and Skill Development

2025-06-27T00:32:50+07:00

This study explored the integration of artificial intelligence (AI), particularly QuillBot, into English as a Foreign Language (EFL) instruction at Universitas Serambi Mekkah (USM). As digital tools become increasingly significant in education, AI technologies like QuillBot provide students with real-time writing assistance, helping them refine grammar, paraphrase text, and develop vocabulary. This research investigated how QuillBot is utilized by EFL lecturers and students, its pedagogical impacts, and the challenges of incorporating such AI tools in academic writing contexts. Employing a mixed-methods approach, the study collected quantitative data from 30 students and qualitative insights from interviews with 5 lecturers. Findings revealed that QuillBot significantly enhances learner engagement, confidence, and writing fluency, particularly through features such as paraphrasing and grammar correction. While students reported increased motivation and reduced writing anxiety, lecturers acknowledged its usefulness in large classes but expressed concerns about over-reliance and reduced critical thinking. The study highlights both the pedagogical potential and ethical considerations of AI tools in regional university contexts. It underscores the need for structured AI integration, student training in digital literacy, and the development of institutional guidelines to ensure responsible and effective use.

Error Analysis in Descriptive Texts of Third-Semester EFL Learners: A Case Study

2025-06-27T00:36:07+07:00

This study investigated sentence structure errors in descriptive texts written by third-semester English as a Foreign Language (EFL) students at Universitas Serambi Mekkah. Using a descriptive qualitative approach, the research analyzed 20 student essays to identify common grammatical mistakes and their underlying causes. The analysis revealed that tense consistency, especially in the use of the simple present tense, was the most frequent error (35%), followed by subject-verb agreement, word order, and imprecise word choice. Additionally, students demonstrated limited use of sensory language, which weakened the descriptive quality of their writing. Semi-structured interviews identified several contributing factors to these errors, including first language (L1) interference, inadequate grammar knowledge, lack of writing practice, insufficient feedback, and a habit of word-for-word translation. These findings suggest a pressing need for targeted grammar instruction, increased writing exercises, and constructive feedback to enhance students' writing accuracy and fluency in EFL contexts.

Tablighi Jamaat’s Communication Strategies in Overcoming Hate Speech: Impact and Implication Analysis

2025-06-27T00:40:02+07:00

This study examines the communication strategies implemented by Jamaat Tabligh in dealing with hate speech directed at their community. Using a qualitative approach and critical discourse analysis, this study examined how Jamaat Tabligh as a transnational da'wah movement develops communication mechanisms to address negative stereotypes, disinformation, and hate speech they face in the digital era. The results showed that Jamaat Tabligh applies several key communication strategies, including the application of the tabayyun (clarification), non-confrontational communication, a dialogical approach, and selective use of social media. The implications of these strategies are the form of communal resilience to hate speech, increased internal group cohesion, and the development of a positive image in the general public. This study contributes to a broader understanding of how religious groups can develop effective communication mechanisms to address discursive challenges in the contemporary information landscape.

Bridging Science and Faith: Needs Analysis for an E-Module Based Socio-scientific Issues with Qur’anic-Hadith Integration in Junior High Schools

2025-06-27T00:47:09+07:00

In science education, students are expected not only to acquire scientific knowledge but also to comprehend socio-scientific issues within their societal contexts and recognize the natural order of the universe as a manifestation of Allah SWT's divine power. This study aimed to: 1) identify learning resources currently used by students to understand Earth's layers and natural disasters; 2) determine the types of learning resources that require development for science instruction; and 3) analyze the needs for developing a Socio-Scientific Issues (SSI)-based e-module integrated with Qur’anic verses and Hadiths. Employing a Research and Development (R&D) methodology adapted from Borg and Gall, data were collected through online questionnaires administered to 20 seventh-grade students at MTs An Najah Pekanbaru. Qualitative descriptive analysis revealed three key findings: 1) Primary learning resources included textbooks, student worksheets, and animated videos, 2) E-modules were identified as necessary for enhancing comprehension of Earth's layers and disasters, and 3) While 100% of students had never used SSI-based e-modules, 95% had prior exposure to learning materials integrating Qur’anic verses and Hadiths. These results underscore the demand for faith-integrated digital resources that bridge science education with Islamic perspectives.

A Literature Review: The Effectiveness of Differentiated Learning in Enhancing 21st Century Competencies

2025-06-27T00:53:36+07:00

The Industrial Revolution 4.0 blurs the physical boundaries between the digital, biological, and physical worlds, impacting the education sector, which faces significant challenges in preparing individuals with the 21^stcentury competencies, such as critical thinking, creativity, collaboration, and communication skills. Differentiated learning emerges as a solution, adapting education to meet individual needs. Although effective, its implementation encounters challenges such as time constraints and teacher training. This research analyzed the effectiveness of this approach in enhancing 21^st-century competencies and provides recommendations for its implementation. The study employed a Systematic Literature Review (SLR) method to evaluate the relationship between differentiated learning and the 21^stcentury competencies. Literature searches were conducted with inclusion and exclusion criteria across various databases, with a sample range of articles from 2000 to 2024. Relevant data were thematically analyzed, ensuring the validity and reliability of findings through quality assessments of selected studies. The results of this literature review identify research findings regarding the effectiveness of differentiated learning in enhancing the 21^stcentury competencies, such as critical thinking, creativity, collaboration, communication, digital literacy, and social-emotional skills. By reviewing articles from internationally indexed Scopus journals, the findings encompass definitions and frameworks of differentiated learning, its impact on the 21^st-century competencies, supporting factors, and implementation challenges. Differentiated learning has proven effective in developing 21^st-century skills, including enhancing students' critical thinking, creativity, communication, collaboration, and computational thinking

The Contribution of Audio Features in the Haba Inggreh App to the Development of Oral Communication Skills

2025-06-27T00:58:06+07:00

This qualitative case study explored the roles of the audio-recording and playback features within the Haba Inggreh app on the speaking skills of students at a high school in Nagan Raya. The study involved 34 students and 5 teachers, using interviews as the primary instrument for data collection. The aim was to understand how these technological tools influence the students' speaking proficiency, engagement, and confidence. Interviews with students revealed that the audio-recording feature allowed them to practice speaking in a controlled environment, free from the immediate pressures of live conversation. This practice enabled them to focus on pronunciation, intonation, and fluency, which are critical components of effective speaking. The playback feature was particularly beneficial, as it provided an opportunity for self-evaluation. Students reported that listening to their recordings helped them identify areas for improvement and track their progress over time. Teachers also noted the positive impact of these features on students' speaking skills. They observed that students who regularly used the Haba Inggreh app demonstrated improved confidence in speaking activities, both in and out of the classroom. The ability to repeatedly listen to their own speech allowed students to become more aware of their linguistic strengths and weaknesses, fostering a more self-directed approach to language learning. Furthermore, the study found that the integration of the Haba Inggreh app's audio features encouraged greater student engagement. The interactive nature of the app made the learning process more enjoyable and motivating, which is crucial for sustaining interest in language learning.

The Impacts of Storytelling on Students’ Grammar Learning in SMPN 13 Banda Aceh

2025-06-27T01:03:04+07:00

Teaching English grammar to middle school students in non-native contexts presents challenges, particularly when relying on traditional methods such as drills and memorization. This study investigates the impact of storytelling as an alternative instructional method for teaching English grammar, focusing on Grade 7 students at SMP 13 Negeri Banda Aceh. Drawing on the theoretical frameworks of Bruner (1996), Krashen (1982), and Schunk (2012), the research explores how storytelling influences students' understanding, engagement, and participation in grammar lessons, particularly in topics such as simple present tense, present continuous tense, and sentence structure. A mixed-methods design was employed, involving 30 students over a six-week period. Quantitative data were collected using a closed-ended questionnaire with ten yes/no questions, while qualitative insights were gathered through thematic analysis of interviews with four students. The results revealed that 93% of students found storytelling enjoyable, 90% reported better understanding, and 97% expressed a desire to continue learning grammar through stories. Interview findings supported these results, highlighting increased motivation, confidence, and participation in grammar activities. Students reported that grammar became more meaningful and easier to apply when taught through storytelling, as stories provided real-life contexts and emotional engagement. This study concludes that storytelling is an effective and engaging approach to grammar instruction, enhancing students’ comprehension and motivation. The findings suggest that incorporating storytelling into English grammar lessons can foster a more student-centered and enjoyable learning experience, offering a promising alternative to traditional grammar teaching methods in EFL classrooms.

Mind Mapping: A Technique to Boost Descriptive Writing Ability in Junior High School Students

2025-06-27T01:08:08+07:00

This study investigated the cognitive and instructional benefits of mind mapping as a technique to enhance descriptive writing skills among junior high school students, particularly in the context of English as a Foreign Language (EFL) learning in Indonesia. Descriptive writing poses unique challenges for students, including difficulty in organizing ideas, limited vocabulary use, and low motivation. Drawing on a qualitative library research design, this study synthesized findings from empirical studies, theoretical frameworks, and pedagogical discussions published over the last fifteen years. The analysis revealed that mind mapping significantly aids in improving idea organization, enhancing vocabulary richness, fostering writing fluency and coherence, and increasing student engagement and motivation. By visually mapping ideas before writing, students are better able to plan their compositions, leading to more structured and vivid descriptive texts. Additionally, mind mapping is shown to be a flexible, low-cost, and practical strategy that aligns with contemporary educational principles, such as those outlined in the Kurikulum Merdeka. The findings highlighted the underexplored potential of mind mapping in descriptive writing instruction and offered valuable implications for EFL educators. This research contributed to the growing body of knowledge on visual learning strategies and recommends future empirical studies to explore the long-term and cross-genre effects of mind mapping in diverse educational contexts.

The Application of Exploration, Elaboration and Confirmation Methods in Contextual Learning Strategies to Build Students’ Positive Habits

2025-06-27T01:12:41+07:00

This study examined the application of exploration, elaboration and confirmation (EEK) methods in contextual learning strategies to build students’ positive habits at SD Negeri 53 Banda Aceh. Using a qualitative approach through observation during the PLP programme in the 2024/2025 academic year, this research identified learning practices that support the formation of positive habits. The results showed that teachers have implemented the EEK stages appropriately by drawing connections of the materials to daily life, using various learning media, providing adequate facilities, and giving appreciation for students' achievements. The implementation of these strategies contributes to the formation of students’ cooperative attitudes, discipline, and other positive values. This research recommended that improving supporting infrastructure, developing teacher competence, and periodic evaluation of the effectiveness of contextual learning must be done to build students’ positive habits. The findings confirmed the importance of a learning approach that not only emphasizes the achievement of academic competence but also character building through positive habituation in teaching and learning activities.

“HEY SIRI, ALEXA, OK GOOGLE—HELP ME LEARN ENGLISH!”: VOICE ASSISTANTS IN EFL LEARNING

2025-06-27T01:16:39+07:00

This study investigated the impact of voice assistant technologies (VATs), specifically Google Assistant, Amazon Alexa, and Apple Siri, on English as a Foreign Language (EFL) speaking practice among undergraduate students at Universitas Serambi Mekkah. Using a mixed-methods approach, the study involved 40 EFL students over a four-week intervention. Quantitative data were obtained through pre- and post-tests measuring speaking fluency, pronunciation accuracy, and lexical range, while qualitative data were gathered via surveys and semi-structured interviews. Results showed significant improvements across all three oral language domains, with learners exhibiting greater fluency, enhanced pronunciation, and a wider lexical repertoire after interacting with VATs. Learners also have positive perceptions towards the use of VATs in their English-speaking practice, particularly in terms of reducing their speaking anxiety and increasing their learning motivation and confidence. Despite acknowledging that all VATs were easier to use for speaking practice than traditional pedagogical approaches, they expressed a clear preference for Google Assistant over the other options due to its accessibility on Android devices, user-friendly interface, capability to recognize non-native accents more accurately, capability to process a wide range of spoken prompts, multimodal input flexibility in circumstances where voice recognition struggled, and ease integration into daily routine. The findings underscore the effectiveness of VATs in supporting speaking practice, particularly in low-resource contexts, and offer valuable insights into how digital voice technologies can be integrated into EFL instruction to promote learner independence and engagement.

Evaluation of Vocal Techniques in Islamic Music By Annajah Group Riau

2025-06-27T01:19:21+07:00

Islamic music relies heavily on vocal techniques to convey spiritual and emotional depth. This study evaluates the effectiveness of vocal techniques in the Annajah Group’s performances, focusing on tajwid and pronunciation, breath control, modulation, ornamentation, and dynamic expression. A qualitative approach was employed through performance observations, interviews, and audience feedback analysis. The results indicate that 86.6% of listeners found the lyrics highly intelligible, 80% experienced emotional connection, and 86.6% reported an enhanced spiritual experience. These findings highlight the importance of structured vocal training in improving clarity, engagement, and spiritual impact. Additionally, the combination of traditional vocal techniques with instrumental accompaniment enriches the performance, reflecting a dynamic evolution of Islamic music. This study provides insights into how vocal techniques shape audience perception and offers recommendations for future research in vocal pedagogy, psychological effects, and technological advancements in Islamic music performance

RME-Based Gamification on Students’ Motivation And Learning Outcomes

2025-06-27T01:23:45+07:00

This research aims to explore the impact of RME (Realistic Mathematics Education)-based gamification in mathematics learning on student motivation and learning outcomes in elementary schools. The method used is qualitative research with a case study approach in several elementary schools that apply gamification in mathematics learning. Data was collected through interviews, observation, analysis of documents, and FGDs. The research results show that the application of RME-based gamification can increase students' motivation in taking mathematics lessons. Game elements, such as points, levels, and badges, successfully create a fun atmosphere, which motivates students to be more active and enthusiastic in learning. In addition, there was a significant increase in student learning outcomes, especially in problem-solving abilities involving the application of mathematical concepts in real life. However, challenges in implementation, such as limited resources and time, as well as the need for training for teachers, were discovered during the research. Overall, RME-based gamification has proven to be effective in increasing motivation and mathematics learning outcomes and can be an interesting and relevant alternative approach to mathematics learning in elementary schools. This research suggests that teachers should be given sufficient training and schools should provide resources that support the implementation of gamification in learning.

Enhancing Vocabulary Acquisition through TED Talks in EFL Classrooms

2025-06-27T01:27:53+07:00

This study examined the effectiveness of integrating TED Talks into English as a Foreign Language (EFL) classrooms to enhance students' vocabulary acquisition. Vocabulary plays a vital role in language proficiency, and TED Talks, with their authentic language input and engaging multimodal content, offer a promising tool for vocabulary development. The research employed a quantitative method involving pre-tests and post-tests to evaluate the vocabulary improvement of 15 fifth-semester students from the English Language Education Department at Universitas Serambi Mekah. The intervention included the use of a TED Talk video titled "Try Something New for 30 Days" by Matt Cutts, accompanied by guided activities. Results revealed a significant improvement in students’ vocabulary, with the mean score rising from 48.33 in the pre-test to 86.00 in the post-test, indicating a 77.93% increase. The findings demonstrate that TED Talks effectively enrich vocabulary by exposing students to authentic language use, diverse topics, and various accents. Additionally, the platform promotes self-directed learning, critical thinking, and listening comprehension. However, challenges such as the complexity of content and limited interactivity were identified. This study underscores the potential of TED Talks as a digital learning resource in EFL contexts and provides recommendations for their effective integration into teaching practices. These findings contribute to the growing body of research on using digital media to support language learning and suggest opportunities for further exploration in this area

Ethnobotany of Plants Used in Postpartum Mother Care in Sigulai Village, Simeulue Regency

2025-06-27T01:31:50+07:00

Traditional medicine is used as an alternative to cure disease, maintain health, and for various care practices such as postnatal care for mothers. This research aimed to determine the types of plants used, plant parts, types of use and how plants are used by the outermost communities of Aceh in Sigulai Village, Simeulue Island in postnatal care for mothers. This ethnobotanical study was carried out through in-depth interviews with respondents, namely birth attendants, healers and postpartum mothers. Qualitative data analysis was carried out descriptively, quantitative data was analyzed using the Fidelity Level formula. The results of the research show that there are 28 plant species used by the people of Sigulai Village to support the recovery process of mothers after giving birth. Betel is the type of plant most often used. The part of the plant most often used is the leaves. Processing is most often done by boiling and drinking either singly or in a mixture.

EdTech as a Tool for Promoting Student Autonomy

2025-06-27T01:35:20+07:00

This study explored the role of educational technology (EdTech) in promoting student autonomy in Acehnese schools. As digital tools become increasingly embedded in education, the shift from teacher-centered to student-centered learning has gained urgency. Yet, EdTech is often used merely as a content delivery tool, with limited emphasis on fostering independent learning. This study investigates how students perceive EdTech in supporting their autonomous learning and identifies the specific features and practices that contribute to this process. Data were collected from two senior high schools in Nagan Raya, involving 30 students and 4 English teachers. Through semi-structured interviews, focus group discussions, and classroom observations, the study found that EdTech promotes autonomy through on-demand access to materials, immediate feedback, self-paced learning, and task flexibility. Students viewed EdTech as a learning companion, enabling them to review content, monitor progress, and take initiative in both classroom and out-of-class settings. Teacher practices such as digital goal-setting and reflective activities further enhanced learner independence. The findings align with previous research but add depth by emphasizing the synergistic role of teacher guidance and student voice in leveraging EdTech for autonomy. The study’s novelty lies in framing EdTech not just as a platform, but as a partner in developing lifelong, self-regulated learning habits. While the study was contextually limited to two schools, its implications highlight the importance of purposeful EdTech integration in curriculum design. Future research should explore broader and more diverse settings, combining qualitative and quantitative methods to deepen understanding. This study encourages schools to adopt autonomy-supportive technologies and pedagogies to prepare students for an evolving educational landscape.

Pedagogical Innovations for 21st Century Learning

2025-06-27T01:42:08+07:00

The transformation of 21st-century learning demands pedagogical innovations that can develop students' 4C competencies (Critical thinking, Creativity, Collaboration, Communication). This study aimed to analyze the effectiveness of various innovative learning models in enhancing student competencies and identify factors influencing successful implementation to face future challenges. This study employed a mixed-method approach with explanatory sequential design. Quantitative data were collected through surveys from 450 students and 85 teachers from 15 secondary schools. Qualitative data were obtained through in-depth interviews, classroom observations, and focus group discussions. The results showed that the implementation of pedagogical innovations led to significant improvements in critical thinking (p<0.001), creativity (p<0.01), collaboration (p<0.001), and communication (p<0.01). Project-based learning demonstrated the highest impact (effect size = 1.24), followed by flipped classroom (effect size = 0.98) and gamification (effect size = 0.87). Based on the findings, it can be concluded that pedagogical innovations are effective in enhancing students' 21st-century competencies. Implementation success was influenced by teachers' digital competency, institutional support, and technological infrastructure.

OBSERVATION OF THE TEACHING AND LEARNING PROCESS IN THE CLASSROOM: A CASE STUDY AT SD NEGERI TGK CHIK EUMPE AWEE

2025-06-27T01:46:31+07:00

This study aimed to describe in detail the results of observations of the teaching and learning process in the classroom during the implementation of the Introduction to School Field Activities (PLP) at SD Negeri Tgk Chik Eumpe Awee. By using the descriptive qualitative method, data were obtained through direct observation, interviews with teachers, and documentation of learning activities. The results showed that teachers in this school had carried out the learning process with careful planning, a systematic scientific approach, and the use of varied learning media and strategies. Student activeness was high, characterized by active participation in discussions, group work, and responses to questions. However, there were a number of obstacles such as limited learning facilities and the need for an individualized approach to students with learning difficulties. This study recommends strengthening differentiated learning strategies and developing learning media that are more creative and adaptive to student needs.

Implementation of the Pancasila Student Profile Strengthening Project (P5) at Kayee Leue State Elementary School

2025-06-27T01:50:42+07:00

This study aimed to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) at Kayee Leue State Elementary School based on the results of observations of the Introduction to School Field Activities (PLP), and examine the supporting and inhibiting factors in the implementation of P5 values at Kayee Leue State Elementary School. The method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results showed that P5 values have been integrated in various aspects of school life, such as religious habituation, mutual cooperation culture, collaborative learning, and class agreements. Teachers play an important role as facilitators and role models in instilling the values of independence, mutual cooperation, and critical and creative attitudes through contextual and reflective learning. However, there are a number of challenges in the implementation of P5, including limited facilities and infrastructure and not optimal utilization of technology in learning. Therefore, policy support, continuous teacher training and improved school facilities are needed to ensure more effective and sustainable implementation of P5.

Establishing Students’ Sense of Responsibility Through The Problem-Based Learning Model in Elementary Schools

2025-06-27T01:54:03+07:00

Instilling a sense of responsibility in elementary school students is an important part of character education. This study aims to describe the application of the Problem-Based Learning (PBL) model in shaping students’ sense of responsibility. The method used is descriptive qualitative research with a case study approach. Data were collected through observation, interviews, and documentation of teachers and students in one of the public elementary schools in Banda Aceh. The results of the study indicate that the application of the PBL model encourages students to be more active and responsible in learning. Through the stages of PBL, starting from problem identification, group discussions, information searches, to solution presentations, students are trained to complete tasks with full commitment both collectively and individually. These findings indicate that PBL is effective in shaping students’ sense of responsibility and improving conceptual understanding. The implication of this study is the importance of training for teachers so that they can implement the PBL model consistently in learning to support the strengthening of students’ character. It is recommended that elementary schools integrate the PBL model into the curriculum to shape students’ character from an early age.

Improving Education Character in Children

2025-06-27T01:57:50+07:00

Effective character education does not only focus on cognitive aspects, but also on the moral, social, and emotional development of children. This abstract will examine various approaches and strategies to improve character education, including innovative learning methods, the role of teachers and parents, and the importance of a supportive school environment. Research and best practices will be reviewed to show how schools can create an environment conducive to the development of positive character in elementary school children, such as honesty, responsibility, respect, and cooperation. The main objective of this abstract is to provide a comprehensive overview of effective strategies in improving character education in elementary school children, which will ultimately shape a young generation with noble character and ready to face future challenges. Character education is a process of applying moral and religious values to students through knowledge, the application of these values to oneself, family, fellow friends, to education and the surrounding environment and God Almighty. The social development of elementary school children has increased, from initially only socializing with family at home, then gradually getting to know the people around them. Children at this age have also known the digital lifestyle, both from home, friends, school and the surrounding environment. The digital era not only has positive impacts, but also negative impacts, this is where our role as parents, educators and adults guide and supervise children to live it well, correctly, and positively benefit the child himself.