Proceeding of International Conference on Education
Proceeding of the International Conference on Education-04 is a product and a scientific proceeding that publishes articles of research or review studies in the field of education. The scope of this journal is: 1) English Education; 2) Civic Education; 3) Mathematics Education; 4) Science Education; 5) Early Childhood Education; 6) Primary Education; 7) Physical Education; 8) Any Education subject areas.
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Enhancing Fifth-Grade Students’ Critical Thinking Skills through Project-Based Learning Integrating STEM Elements in Science
This research is motivated by the demand for the development of critical thinking skills as the main competency of the 21st century in science learning in elementary schools. Science learning practices that are still dominated by a teacher-centered approach lead to low student involvement and lack of facilitation of high-level thinking skills. The purpose of this article is to conceptually examine the potential of Project-Based Learning (PjBL) integrated with STEM (Science, Technology, Engineering, and Mathematics) elements in developing critical thinking skills of grade V elementary school students. The method used is a literature review with a qualitative descriptive approach to internationally reputable journal articles that are relevant to PjBL, STEM, and critical thinking in science education. Data were analyzed through thematic synthesis to identify the role of the PjBL stages and the integration of STEM elements in stimulating critical thinking indicators, including analysis, inference, evaluation, explanation, and self-regulation. The results of the study show that STEM-integrated PjBL provides a contextual, cross-disciplinary, and authentic problem-solving oriented learning environment, so it has a strong potential in supporting the development of students' critical thinking. STEM integration acts as a conceptual and procedural reinforcement in science learning projects. This article emphasizes that STEM-integrated PjBL has a strong theoretical foundation to be used as a framework for 21st century science learning in elementary schools.
Copyright (c) 2025 Endang Wahyudiana, I Made Astra, Iva Sarifah https://creativecommons.org/licenses/by-nc/4.0
Research and Development: Meme-Attached Electronic-Student Worksheet in Enhancing Conceptual Knowledge of Function Derivative Theorem
Meme is a popular form in social media platform to access information, therefore it can be used in learning media of mathematics. The objective is to develop and analysing its validity and effectivity of meme-attached electronic-student worksheet (E-SW) in enhancing conceptual knowledge of function derivative theorem. This is a Research and Development with mixed-methods analysis using ADDIE model. Subject of research are grade XI students of Agape BK3 Senior High School Tangerang, and the object is their general conceptual knowledge. Experiment is applied to 13 students in XI A as group of experiment, and to 17 students in XI B as group of control. The object measurement is based on test that passed the analysis of question items: difficulty level, validity, and reliability. According to development result, meme-attached E-SW is described valid and granted to be applied in classroom by subject-material and media-design experts. According to research result, there is correlation between multiple choice and essay formative test score of XI A students, and there is difference between essay formative test score of XI A and XI B students based on post-test only result of true-experiment. This research conclude meme-attached E-SW is proven enhancing conceptual knowledge of function derivative theorem.
meme-attached electronic-student worksheet
Copyright (c) 2025 Trophy Hutagalung, Yatha Yuni, Rusdi Hamdany Nuary https://creativecommons.org/licenses/by-nc/4.0
Revolutionizing Reading Practices: The Influence of Webcomics on Students’ Vocabulary Development – A Library-Based Perspective
In the digital age, technology is considered an effective tool to support students in develoving their vocabualry mastery. This study aims to observe the theory and concept of webcomics as digital reading material and to identify and explain the factors that correlate between students’ reading habits in webcomics and their vocabulary mastery. This type of research is literature research, where the research data obtained are taken from books, articles and previous research reports. This study uses a qualitative approach. The research technique used is library research. Based on data analysis, there is a positive correlation between reading comics and students' vocabulary skills. Based on the 10 journals that have been analyzed, it was found that reading comics and learning using comic media can significantly improve students' vocabulary skills compared to learning carried out without using comics as media. Reading comics can have a positive impact on students’ vocabulary mastery. The following are factors that correlate between reading comics and students’ vocabulary skills from several data finding: 1) Exposure to new vocabulary; 2) contextual learning; 3) visual aids; 4) repetition and reinforcement; 5) engagement and motivation. Overall, incorporating webcomics into students' reading habits can have a positive impact on their vocabulary mastery, reading comprehension, and overall language skills, making it a valuable tool for language learning and development.
Copyright (c) 2025 Jubaedah -, Vera Yulia Harmayanth https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of Peer Communication in Elementary Schools from the Perspective of FIRO Theory
This study employs a literature review methodology and utilizes the Fundamental Interpersonal Relations Orientation (FIRO) theory as its analytical framework to examine the efficacy of peer communication in primary school settings. FIRO theory posits that interpersonal communication is shaped by three fundamental needs: inclusion, control, and affection. Over the past five years, a growing body of research has demonstrated that structured peer interaction and cooperative learning approaches significantly enhance students’ interpersonal responsibility, communication skills, and teamwork abilities. The findings indicate that communication efficacy is optimized when classroom environments are intentionally designed to address students’ interpersonal needs, particularly benefiting those with lower baseline social competencies. Furthermore, this study argues that FIRO theory provides a robust analytical lens for understanding how interpersonal needs influence children’s engagement in communication processes and their subsequent learning outcomes. In addition, the study offers practical recommendations for developing instructional strategies that align with the psychological dimensions outlined in FIRO, thereby fostering more effective and meaningful peer communication in primary education contexts
Copyright (c) 2025 Nurul Syaraswaty, Otib Satibi Hidayat Hidayat, Prayuningtyas Angger Wardhani https://creativecommons.org/licenses/by-nc/4.0
Integrating Science and Engineering Design through EDP-STEM Projects on Light and Heat Energy in Primary Education
This study implements the Engineering Design Process (EDP) within a STEM learning framework to enhance fifth-grade students’ problem-solving skills in science topics on light and heat energy. Employing a descriptive qualitative approach, the implementation was conducted at SD Negeri Bawakaraeng 1 Makassar with thirty students over eight learning sessions. Classroom observations, students’ reflective notes, and project documentation were used to portray how learners engaged with science concepts through engineering design tasks. Learning activities followed five EDP–STEM stages: problem scoping, idea creation, designing and constructing, assessing design, and redesigning centered on a solar-oven project that connected theory to real-world application. Results showed progressive development in identifying problems, generating creative ideas, testing hypotheses, and revising designs. The iterative process strengthened understanding of light and heat concepts while fostering collaboration, creativity, and critical thinking. The findings suggest that integrating EDP–STEM into primary science learning provides authentic, hands-on experiences that cultivate scientific reasoning and twenty-first-century competencies.
Copyright (c) 2025 Rifqah Humairah Amir, Tunjungsari Sekaringtyas, Mahmud Yunus https://creativecommons.org/licenses/by-nc/4.0
The Relationship: Learning Motivation and Students’ MathematicsAchievement on the Topic of Exponents
Learning motivation plays a crucial role in determining students’ success in mathematics, particularly in mastering abstract concepts such as exponents. Therefore, this study was conducted to empirically examine the relationship between learning motivation and students’ mathematics achievement on the topic of exponents. This quantitative research involved 29 students of Grade X at SMK Negeri 11 Bekasi City, selected through the Cluster Random Sampling technique. Data were collected using a motivation questionnaire and an achievement test, and the data analysis included prerequisite testing with the Liliefors test, which confirmed that the regression errors of variables X and Y were normally distributed. The regression analysis produced the equation Ŷ = -17.575 + 1.169X, and the Product Moment correlation coefficient was found to be rxy = 0.881, with a coefficient of determination of 77.616%. This indicates that learning motivation contributed 77.616% to students’ mathematics achievement, while the remaining 22.384% was influenced by other factors. The hypothesis test further revealed that t_calculated (9.676) > t_table (2.052), confirming the significance of the correlation. Therefore, it can be concluded that learning motivation has a significant and positive relationship with students’ mathematics achievement on the topic of exponents.
Copyright (c) 2025 Luluk Herdiawan, Yatha Yuni, Ahmad Jauhari https://creativecommons.org/licenses/by-nc/4.0
Exploring Creative Thinking through StoryJumper-based Generative Learning: A Preliminary Literature Review
This study provides a preliminary synthesis of theoretical and empirical literature on the integration of generative learning and digital storytelling, with a focus on StoryJumper as a creative learning platform for elementary students. The review highlights that generative learning supports deeper cognitive processing through activities such as explaining, creating narratives, and revising ideas, which contribute directly to the development of creative thinking skills. Digital storytelling platforms, particularly StoryJumper, offer multimodal environments that facilitate idea generation, visual expression, and iterative refinement, making them compatible with generative learning principles. The analysis also emphasizes the role of self-regulated learning in supporting students’ planning, monitoring, and revising processes during open-ended creative tasks. Findings indicate that combining generative learning with StoryJumper holds strong potential to enhance fluency, flexibility, originality, and elaboration in children's creative thinking. This literature-based exploration establishes a conceptual foundation for future empirical studies that examine the effectiveness of this integrated approach in real classroom settings.
Copyright (c) 2025 Veronika Nainggolan, Hadi Nasbey, Nurjannah Nurjannah https://creativecommons.org/licenses/by-nc/4.0
Paried Story Telling A Fun Way to Improve Early Reading Skills in Indonesia Language Lessons
This study was motivated by the low early reading skills of first-grade students, as reflected in their difficulties recognizing letters, forming syllables, reading words, and constructing simple sentences. The research aimed to improve students’ early reading achievement through the implementation of the Paired Story Telling method. Conducted at SDK Ignatius Slamet Riyadi 1 East Jakarta, the study involved 25 first-grade students during the second semester of the 2023/2024 academic year. Using the Classroom Action Research (CAR) model by Kemmis & McTaggart, the study was carried out in three cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observations, and documentation, and analyzed both quantitatively and qualitatively. The results showed that the Paired Story Telling method effectively enhanced students’ early reading performance, with the average score increasing from 64 (pre-cycle) to 72 (cycle I), 77 (cycle II), and 83.2 (cycle III). Learning mastery also improved from 48% to 88%. The students demonstrated better fluency in recognizing letters, reading words, and forming complete sentences. In conclusion, the Paired Story Telling method significantly improved early reading achievement while fostering an interactive, enjoyable, and cooperative learning atmosphere for young learners.
Copyright (c) 2025 flori berta, Evi, Maria Ulfa https://creativecommons.org/licenses/by-nc/4.0
Development of Digital Comic Learning Media Using Heyzine-Flipbook
This study aims to determine the validity of a Heyzine Flipbook-based digital comic as an innovative learning medium for Civic Education, specifically designed to promote cooperation values among fifth-grade students at SDN Jatirahayu VIII. The research utilized a Research and Development (R&D) approach based on the ADDIE model, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed learning medium underwent a rigorous validation process conducted by three expert panels: material experts, language experts, and media experts. Data collection employed validation sheets constructed on a Likert scale, measuring five key indicators: content feasibility, language accuracy, ease of use, completeness of learning resources, and visual presentation quality. The validation results demonstrated that the Heyzine Flipbook-based digital comic achieved the "Highly Feasible" category across all dimensions, with validation scores of 94.32% from media experts, 97.5% from material experts, and 82.5% from language experts. Following expert recommendations, several revisions were implemented, including incorporating comprehensive usage instructions, enlarging visual elements for enhanced readability, integrating diverse examples of cooperation from various Indonesian regions, expanding evaluation questions from 12 to 20 items, adjusting font type and size for optimal legibility, and refining grammatical structures and spelling accuracy. The findings conclusively indicate that the developed learning medium possesses excellent quality characteristics and is pedagogically sound for implementation as an innovative, interactive, and technology-integrated learning resource in Civic Education instruction.
Copyright (c) 2025 Winda Rahmadani, Niken Vioreza, Eva Oktaviana https://creativecommons.org/licenses/by-nc/4.0
Science Literacy and Self-Regulated Learning on Students' Critical Thinking Skills in Science Learning in Elementary School
This study aims to examine the influence of science literacy and self-regulated learning on the critical thinking ability of elementary school students in Natural Sciences (IPA) learning. In an era marked by technological developments and the complexity of global problems, students are not only required to master scientific concepts, but also to be able to think critically and manage their learning process independently. This study highlights the relationship and influence of these two variables on the critical thinking skills of elementary school students in the context of science learning. Empirical evidence suggests that high levels of science literacy contribute positively to critical thinking skills, while self-regulated learning plays an important role in helping students regulate their cognitive and metacognitive processes. By involving elementary school students in science learning, this study seeks to explain how the relationship between science literacy and self-regulation in supporting the development of critical thinking skills. The results of the research are expected to provide implications for teachers and curriculum designers in designing learning that fosters critical thinking skills through strengthening science literacy and self-regulated learning
Copyright (c) 2025 maya novita, Apit Dulyapit, Tunjungsari Sekaringtyas https://creativecommons.org/licenses/by-nc/4.0
The Contribution of Guided Discovery Learning to the Growth of Critical Thinking Skills in Elementary Students
This study investigates the contribution of the Guided Discovery Learning (GDL) model to the development of critical thinking skills in elementary school students through a Systematic Literature Review (SLR). As 21st-century education increasingly emphasizes Higher-Order Thinking Skills (HOTS), critical thinking emerges as an essential competency that must be cultivated from an early age. Guided Discovery Learning, rooted in Bruner’s constructivist theory, provides structured scaffolding that encourages students to actively explore, analyze, and derive conclusions from evidence. The literature search was conducted through Scopus, Web of Science, and Google Scholar, focusing on empirical studies from the last five to ten years. Findings indicate that GDL significantly enhances critical thinking dimensions, particularly evidence evaluation and analytical reasoning, by engaging students in hypothesis testing, data analysis, and reflective metacognitive processes. Effective scaffolding—such as metacognitive prompts and analytical frameworks—plays a key role in ensuring cognitive support and preventing misconception. Despite its advantages, GDL requires considerable instructional time and skilled facilitation to balance guidance and autonomy. Overall, this review highlights that GDL is a powerful pedagogical approach capable of transforming learning environments, supporting students in constructing knowledge independently, and strengthening foundational critical thinking skills essential for lifelong learning in the 21st century.
Copyright (c) 2025 Putri Nurizki https://creativecommons.org/licenses/by-nc/4.0
The Effect of Dynamic Movement Training Methods on Dribbling Ability in Futsal
This study presents empirical evidence describing the effect of dynamic movement training on futsal dribbling ability. The research was carried out in the futsal extracurricular program at SMP Yaspen Tugu Ibu 1 Depok, involving 15 participants selected through a saturated sampling technique. A pre-test assessment was conducted to determine the students’ initial dribbling skill level. The research process was guided by identified problems, supported by theoretical foundations, a conceptual framework, and systematic data analysis. The findings reveal that dynamic movement training effectively improves dribbling skills among the participants. This effectiveness is demonstrated by the significant increase in scores from the pre-test to the post-test. The mean pre-test score was 52.33, reflecting the students’ baseline ability before training intervention. After completing 14 training sessions, conducted three times per week, the mean post-test score rose to 73.00, indicating substantial improvement in performance. The success of the program was strengthened by the students’ consistent attendance and disciplined participation throughout the training sessions. Overall, the study concludes that dynamic movement training is a beneficial and structured method to enhance futsal dribbling abilities in school-based extracurricular programs.
Copyright (c) 2025 Firza Haykal, Eggi Sudjana, A. Apri Satriawan Chan https://creativecommons.org/licenses/by-nc/4.0
Synthesizing Evidence on the Think Pair Share Approach in Strengthening Elementary Pupils Literal and Inferential Levels of Reading Comprehension
This study presents a systematic literature review that synthesizes recent evidence on the role of the Think Pair Share (TPS) instructional strategy in enhancing elementary pupils’ literal and inferential reading comprehension. The analysis includes empirical studies published between 2019 and 2025 across mainstream, bilingual, and EFL learning environments. The findings indicate that TPS strengthens literal comprehension by promoting focused individual processing of text, encouraging students to identify explicit information accurately, and enabling clarification of meaning through peer interaction. At the inferential level, TPS facilitates deeper cognitive engagement, allowing learners to justify interpretations, connect ideas, and examine textual cues through structured dialogue. The review also shows that the effectiveness of TPS is closely linked to well-planned scaffolding, purposeful questioning, and opportunities for reflective sharing. Although results vary depending on classroom conditions and learner profiles, the overall evidence affirms that TPS is a practical, adaptable, and low-cost approach for improving essential reading skills in early education. The review further identifies several research gaps and outlines potential directions for future classroom-based investigations aimed at optimizing TPS for literacy development.
Copyright (c) 2025 EPITA DEWI PURNAMA FAJRIN https://creativecommons.org/licenses/by-nc/4.0
The Effect of Resistance Band Training Methods on Shot Put Throwing Performance
The purpose of this study is to examine the difference in shot put performance among eleventh-grade students at SMA PGRI 4 East Jakarta who were trained using a resistance band exercise method and those who were not. The research employed an experimental method, a procedure designed to reveal causal relationships between an intentionally introduced variable and other variables outside the researcher’s control. The intentionally introduced variable is referred to as the treatment or experimental variable and functions as the independent variable. The treatment was deliberately administered to the research subjects to observe its effects, which in turn served as the dependent variable. The findings of this study indicate a significant difference in shot put performance between students who used the resistance band training method and those who did not. This conclusion is supported by the results of the t-test, which showed that the calculated t-value exceeded the table value (tₕᵢₜᵤₙg = 5.63 > tₜₐbₑₗ = 2.0063) at a significance level of α = 0.05. The mean score of students who participated in the resistance band training was 69.61, whereas the mean score of those who did not receive the training was 65.5. Thus, a difference of 4.11 points was observed between Variable X1 and Variable X2.
Copyright (c) 2025 Nana Suhendi, Andi Taufan Bayu, Rukmantara Rukmantara https://creativecommons.org/licenses/by-nc/4.0
Integration Of Socio-Emotional Learning On The Quality Of Social Interaction Of Elementary School Students
This study examines the integration of social and emotional learning (SEL) in improving the quality of social interactions in elementary school students through a systematic literature review. The analysis shows that the implementation of SEL plays a crucial role in developing social and emotional competencies that support more positive and inclusive interactions between students. During the pandemic, the need for social and emotional programs has increased as a means of strengthening students' mental and social resilience. SEL is also effective in reducing bullying behavior and strengthening empathy and togetherness in the school environment. Supporting factors for success include teacher training, the use of learning technology, and inclusive policies for students with diverse needs. These findings strengthen the argument that SEL is a strategic foundation in the elementary education system to achieve holistic learning goals that balance academic and social and emotional aspects.
Copyright (c) 2025 Shoffy Izzatur Rahmah https://creativecommons.org/licenses/by-nc/4.0
The Role of Moral Intelligence in Shaping Social Tolerance Attitudes among Elementary School Students: A PRISMA Systematic Literature Review
This systematic literature review examines the role of moral intelligence in shaping social tolerance attitudes among elementary school students using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. The review synthesizes findings from 25 peer-reviewed articles published between 2019 and 2024, comprising 5 local Indonesian studies and 20 international studies. A comprehensive search was conducted across multiple databases including Scopus, Web of Science, ERIC, Google Scholar, and Indonesian scientific repositories. The analysis reveals that moral intelligence significantly influences the development of social tolerance through several mechanisms: cognitive moral reasoning, empathy development, perspective-taking abilities, and ethical decision-making processes. Findings indicate that elementary school students with higher moral intelligence demonstrate greater acceptance of diversity, enhanced conflict resolution skills, and more inclusive behaviors toward peers from different backgrounds. The review identifies key educational interventions that effectively promote both moral intelligence and tolerance attitudes, including character education programs, cooperative learning strategies, and social-emotional learning curricula. This study contributes to understanding the developmental pathways through which moral intelligence shapes tolerance attitudes in young learners and provides evidence-based recommendations for educational practice.
Copyright (c) 2025 rasnida rahmanda, Linda Zakiah, Syarif Sumantri https://creativecommons.org/licenses/by-nc/4.0
From Routine to Remarkable: Revealing Students’ Creative Thinking in Mathematical Problem Solving
This study aims to analyze the creative thinking ability of fourth grade students in solving mathematical word problems, specifically on measurement topics. The research employed a descriptive qualitative approach involving 16 students of class IVB at SDN Perwira VII, Bekasi. Data were collected through tests, interviews, and observations, and validated using triangulation techniques. The analysis focused on three indicators of creative thinking: fluency, flexibility, and novelty. The findings reveal that students demonstrated varied levels of creative thinking. A small group of students achieved high fluency and originality in solving problems independently, while most students were still limited to linear thinking patterns and relied heavily on examples given by the teacher. The results emphasize the need for innovative teaching strategies that encourage exploration, multiple solution approaches, and contextual problem-solving. This study contributes to understanding how elementary school students develop creative thinking skills in mathematics and provides insights for improving classroom practices.
Copyright (c) 2025 Rani Fitryanti, Dr. Chrisnaji Banindra Yudha, M.Pd, Dr. Maria Ulfa, M.Pd https://creativecommons.org/licenses/by-nc/4.0
Transformation of Trigonometry Learning: Optimizing Mathematical Reasoning through Geogebra-Assisted Discovery Learning
In the context of mathematics learning, mathematical reasoning is an important skill that students must possess through appropriate learning models and media. The purpose of this study was to determine whether the Geogebra-assisted Discovery Learning model was effective in improving students' mathematical reasoning skills when compared to the conventional learning model, namely the lecture method. This study used a quantitative approach with a quasi-experimental research design. Students in grade XI at SMK Adi Luhur Jakarta were the population in this study. Grade XI TKJ 2 was the sample for the experimental class, and grade XI-TKJ 1 was the control class. In conducting the research, seven test questions were used to assess mathematical reasoning ability as a technique for collecting data. The data was then analyzed using Microsoft Excel to calculate normality tests, homogeneity tests, and difference tests (T-tests). The findings show that the Discovery Learning model assisted by Geogebra is more effective than the conventional learning model in teaching mathematics on trigonometric functions.
Copyright (c) 2025 Jihan Zahra Permana, Arie Purwa Kusuma, Rusdi Hamdany Nuary https://creativecommons.org/licenses/by-nc/4.0
Emotional Intelligence as a Predictor of Organizational Citizenship Behavior: Empirical Evidence from the Education Sector
Emotional intelligence plays a crucial role in shaping positive organizational behaviors among educators. This study aims to examine the influence of emotional intelligence as a predictor of organizational citizenship behavior (OCB) within the education sector. The research was conducted in several public schools, involving 483 teachers as respondents. Emotional intelligence was positioned as an exogenous variable, while organizational citizenship behavior served as the endogenous variable. Data analysis was performed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The findings reveal that emotional intelligence has a significant and positive effect on teachers’ organizational citizenship behavior. Teachers with high emotional intelligence tend to exhibit greater empathy, self-regulation, and interpersonal sensitivity, which foster cooperative attitudes and voluntary contributions beyond formal job requirements. These results highlight the importance of developing emotional intelligence among educators to strengthen OCB and enhance overall school performance. This study provides practical implications for educational institutions in designing professional development programs that emphasize emotional awareness, social skills, and supportive workplace relationships.
Emotional Intelligence, Organizational Citizenship Behavior, Teachers
Copyright (c) 2025 Eri Orpa, Nurhattati, Eliana Sari https://creativecommons.org/licenses/by-nc/4.0
Systematic Literature Review: The Effectiveness of the Group Investigation (GI) Learning Model Assisted by Manipulative Media on Mathematics Learning
Mathematics learning should be designed with strategies that foster students' critical thinking and collaborative skills, as well as conceptual understanding. However, in reality, the mathematics learning process in the classroom still focuses heavily on procedural aspects. Teachers tend to emphasize problem-solving exercises without optimizing the use of manipulative media to deepen conceptual understanding. One approach considered effective in addressing this problem is the Group Investigation (GI) cooperative learning model, especially when combined with manipulative media that can help students represent abstract concepts concretely. This study aims to identify and analyze the effectiveness of implementing the GI model, supported by manipulative media, in mathematics learning using a Systematic Literature Review (SLR) approach. The research method was conducted by reviewing various scientific articles from national and international databases using strict inclusion and exclusion criteria to ensure the relevance and quality of the sources. The results of the study indicate that the use of the GI model, supported by manipulative media, consistently improves students' mathematics learning at various levels of education. Therefore, this study recommends the implementation of the GI model assisted by manipulative media as an innovative alternative in mathematics learning that focuses on active and in-depth learning experiences.
Copyright (c) 2025 SITI CHOIRIAH https://creativecommons.org/licenses/by-nc/4.0
How Intrinsic Motivation Influences Students’ Writing Skills
The objective of this research is to examine the correlation between students’ intrinsic motivation and their writing skills in the second grade of senior high school. The study was conducted at SMK Mekarwangi Insan Cendekia from March to May. The research background is students’ lack of writing skills and low motivation to learn English. Data were obtained through the Intrinsic Motivation Questionnaire and a Writing Test, both validated and reliable. Descriptive analysis indicated that students showed relatively high intrinsic motivation and good writing performance, with data normally distributed and suitable for further analysis. The correlation analysis demonstrated a strong positive relationship between intrinsic motivation and writing skills (r = 0.865), supported by hypothesis testing and linearity analysis. Among the intrinsic motivation elements, competence had the strongest correlation with writing skills (r = 0.899), while autonomy and relatedness displayed weaker associations. These findings underline the vital role of intrinsic motivation, especially competence, in enhancing students’ writing skills.
Copyright (c) 2025 Dwi Annisa Putri, Vera Yulia Harmayanthi, Muhammad Awin Alaby https://creativecommons.org/licenses/by-nc/4.0
Using Contextual Teaching And Learning (Ctl) Strategy In Digital Era To Improve Students’ Reading Comprehension
This research aims to improve students’ reading comprehension through the Contextual Teaching and Learning (CTL) strategy in the digital era This study was conducted as a Classroom Action Research (CAR) in three cycles involving eleventh grade students of SMK Citra Mandiri Cakung in the 2024/2025 academic year. Each cycle consisted of planning, action, observation, and reflection. The CTL strategy was implemented by integrating digital tools such as Canva, Google Forms, and Kahoot to enhance student engagement. The findings revealed a significant improvement in students’ reading comprehension. The average score increased from 69.79 in Cycle I to 72.1 in Cycle II, and 85.3 in Cycle III. The number of students who achieved scores above the Minimum Mastery Criteria rose from 24% to 93%. Based on this research, it can be concluded that the application of Contextual Teaching and Learning (CTL) strategies can improve students' reading comprehension. The use of CTL encourages students to actively connect reading material with their real life experiences, making the learning process more meaningful and interesting.
Copyright (c) 2025 muhammad rizky abdul apiq, Vera Yulia Harmayanthi https://creativecommons.org/licenses/by-nc/4.0
Enhancing Student’s Listening Skills Through The Use of the LearnEnglish Podcast Application in English Language Learning
This research aims to improve students' listening skills by using an English learning podcast application for grade X students at SMK Budhi Warman II Jakarta in the 2024/2025 academic year. This research is classified as Qualitative Research, Classroom Action Research. This research consists of 3 cycles, where each cycle consists of 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were 23 students, and data were collected through tests, observations, and interviews. The results of data analysis show an increase in students' listening skills using podcasts, as seen from the percentage of students who achieved the minimum passing criteria (KKM) from cycle one to cycle three. In cycle 1, 43% with an average score of 70; cycle 2, 70% with an average score of 74; cycle 3, 87% with an average score of 78. The observation results showed that the observation sheet reached the target of 87%. Based on the explanations above, it can be concluded that the learnEnglish podcast application has significant potential in improving students' listening skills.
Copyright (c) 2025 Komalawati Komalawati, Danti Pudjiati, Nurhasanah Nurhasanah https://creativecommons.org/licenses/by-nc/4.0
The Revolutionary Efficacy of Role-Playing in Boosting Pancasila Education Learning Outcomes on Election Topic
This Classroom Action Research primarily aimed to improve the learning outcomes in Pancasila Education, specifically the General Election (Pemilu) material, for 39 twelfth-grade students at SMA Al-Mukmin Boarding School. The Role-Playing Method was selected as the instructional strategy to overcome student boredom and passivity common in conventional learning. The study was executed through three cycles, comprising planning, action, observation, and reflection stages, with learning outcome data gathered via post-cycle tests and student/teacher activity data collected via observation sheets. The findings demonstrated a significant increase confirming the method’s effectiveness. In Cycle I, the learning mastery percentage reached 41% with an average score of 67. Following refinements, Cycle II saw a sharp jump to 56% mastery, with an average of 81, indicating the class had surpassed the Minimum Competency Criteria (KKM). The peak of success was achieved in Cycle III, where the mastery rate reached 92% with an average score of 85. This improvement paralleled a rise in student enthusiasm and active participation. Consequently, it is concluded that the Role-Playing method is proven highly effective in boosting Pancasila Education learning outcomes on Pemilu material for twelfth-grade students.
Learning outcomes, Election, Role-Playing
Copyright (c) 2025 Nanda Lega Jaya Putra , Nor Khakim https://creativecommons.org/licenses/by-nc/4.0
Exploration Of The Effecitiveness Of Racket Shadow Training On Enhancing Footwork Agility In Badminton Athletes
This study aims to determine the effect of shadow racket training on improving agility in badminton among students participating in extracurricular badminton activities at MTs Al Gaotsyiah Kamal. Agility is one of the essential components of physical fitness in badminton, as the sport requires players to move quickly, accurately, and efficiently while being able to change direction rapidly. Therefore, an effective training method is needed to support students' movement skills, one of which is shadow racket training.The research involved 30 students selected through a total sampling technique from participants in the badminton extracurricular program. This study employed an experimental method with a pretest-posttest one-group design, which involved administering agility tests before and after the training intervention. The agility measurement instrument used was the shuttle run test. The shadow racket training program was implemented over multiple sessions with structured and consistent intensity.The results revealed a significant improvement in agility test scores after students completed the shadow racket training program. Data analysis indicated that shadow racket training contributed positively to enhancing students’ speed and directional change response during play. These findings confirm that shadow racket training is an effective and practical method that is easy to apply and aligns with the developmental needs of school-level badminton athletes. Therefore, shadow racket training is recommended as an optimal training method to improve agility in school-based badminton programs.
Copyright (c) 2025 fauzan rahmatullah, Andi Taufan Bayu, Maretno Maretno https://creativecommons.org/licenses/by-nc/4.0
Teacher Strategies in Developing Students’ Self-Control in the Digital Era: A Phenomenological Study in Elementary School
This study aims to identify and analyze the strategies employed by elementary school teachers in fostering student self-control amidst the challenges of the digital era. Using a qualitative phenomenological approach, in-depth interviews and participatory observations were conducted with six teachers from SDN 4 Tangerang City. The findings reveal five core strategies: (1) cultivating positive daily habits, (2) teacher modeling of disciplined behavior, (3) facilitating active discussion and self-reflection, (4) providing wise and contextual guidance, and (5) integrating digital literacy into classroom instruction. These strategies effectively help students manage digital distractions, enhance awareness of gadget usage, and strengthen self-regulation. The study also highlights the critical role of school–parent collaboration in reinforcing consistent behavioral expectations. This research contributes to the literature on character education by positioning teachers as key facilitators who bridge digital competence and self-control development. The findings offer practical insights for educators, schools, and policymakers in designing responsive programs that nurture self-control as a foundational 21st-century skill.
Copyright (c) 2025 Riska Mahira https://creativecommons.org/licenses/by-nc/4.0
Using Cue Card Media To Improve Students' Vocabulary Mastery
This study aims to improve students' vocabulary mastery by using cue cards media. This study was conducted through Classroom Action Research (CAR) in three cycles involving 23 tenth-grade of TKJ students consisting of 10 female students and 13 male students. Each cycle consisted of four stages: planning, acting, observing, and reflecting. The results of the study showed that students' vocabulary mastery increased significantly in each cycle. In the first cycle, the average score was 63.04 with a success rate of 17%. In the second cycle, the average score was 72.83 with a success rate of 52%. In the third cycle, the average score was 82.61 with a success rate of 100%, which successfully achieved the KKM of 75 with a success rate of 80%. This was also accompanied by higher motivation and participation. It can be concluded that cue cards are effective and practical in improving students' vocabulary mastery.
Copyright (c) 2025 Luthfia Afrianni, Romdanih, Nurhasanah https://creativecommons.org/licenses/by-nc/4.0
Using Critical Thinking To Improve Speaking Skill Through Moshi Artificial Intelligence
The use of artificial intelligence (AI) applications in the digital era is believed to facilitate students in mastering speaking skills. This study aims to investigate how the Moshi application enhances students’ speaking abilities and critical thinking skills, thereby improving their learning participation and responses toward the use of AI in education. Employing classroom action research, the study followed four stages: planning, acting, observing, and reflecting. The research was conducted in two cycles involving 39 students. Data were collected through observations, tests, and interviews. The findings indicate that the use of the AI-based Moshi application significantly improved students’ speaking performance, as reflected in the increased scores from Cycle 1 to Cycle 2. Moreover, students demonstrated better ability to construct structured arguments, support opinions with relevant evidence, and communicate with greater confidence after using Moshi. The integration of AI fostered a more interactive and personalized learning environment, which contributed to the development of essential 21st-century competencies. Overall, the results suggest that implementing Moshi AI in the classroom can substantially enhance students’ speaking and critical thinking skills. Furthermore, the use of AI by teachers represents a promising and effective alternative instructional medium for improving the quality of language teaching and learning.
Copyright (c) 2025 Aulia Ulfa Hasanah https://creativecommons.org/licenses/by-nc/4.0
Learning Discipline as a Determinant of Students’ Civic Education Learning Achievement in Secondary Schools
Education plays a vital role in shaping a knowledgeable, well-characterized, and responsible generation. Students’ academic achievement is influenced not only by cognitive abilities but also by their attitudes and learning discipline. This study aims to obtain empirical, valid, and reliable evidence regarding the effect of learning discipline on students’ Civic Education (PPKn) outcomes. The research applied a quantitative method with a correlational approach, using proportional random sampling to collect data. The instruments used were Likert-scale questionnaires for the learning discipline variable (X) and the Civic Education learning outcomes variable (Y). Data analysis employed Pearson’s Product Moment correlation after meeting normality requirements. The resulting simple regression equation was Ŷ = -44.82 + 0.95X. Hypothesis testing showed that the regression was significant (Fcalculated = 261.17 > Ftable = 4.20) and linear (Fcalculated = -1.325 < Ftable = 3.44). The correlation coefficient was rxy = 0.537, and the t-test indicated a significant relationship (tcalculated = 3.375 > ttable = 1.701). The coefficient of determination was 28.84%, meaning learning discipline contributed 28.84% to Civic Education learning outcomes. Thus, there is a positive and significant relationship between learning discipline and Civic Education achievement—the higher the discipline, the better the students’ learning outcomes.
Copyright (c) 2025 Heri Heriana, Nanda Lega Jaya Putra https://creativecommons.org/licenses/by-nc/4.0
Improving Students’ Learning Motivation through Active Learning Using the Role-Playing Method in Civics Education (PPKn) Learning
This study aims to improve students’ learning motivation in the subject of Pancasila and Civic Education (PPKn) through the application of an Active Learning approach using the Role-Playing method in Grade VII at SMP Negeri 18 Depok. The study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart spiral model, conducted over three cycles consisting of four stages: planning, action implementation, observation, and reflection. The research subjects were 40 seventh-grade students in the first semester of the 2025/2026 academic year. Data were collected through collaborator observation sheets, learning motivation questionnaires, interviews with collaborators and students, as well as documentation of classroom activities. Data analysis techniques included quantitative descriptive analysis to calculate the average percentage of motivation scores in each cycle, and qualitative descriptive analysis to interpret data from observations, interviews, and field notes. The results showed a consistent increase in students’ learning motivation from 48.3% (pre-cycle) to 71.6% (Cycle I), 76.9% (Cycle II), and 81.4% (Cycle III). The distribution of motivation levels also shifted from predominantly low/moderate to high/very high by the end of the final cycle. Qualitative findings revealed improvements in students’ speaking confidence, cooperation, self-assurance, and understanding of civic values through role-play simulation activities.
Copyright (c) 2025 Eka Rini Wardani, Hegar Harini, Saryono Saryono https://creativecommons.org/licenses/by-nc/4.0