Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools

This study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixed-methods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes

Between Two Worlds: The Impact of Sociocultural Acculturation on the Psychological Well-being

The sociocultural adaptation of Mainland Chinese students in Hong Kong presents unique challenges that significantly impact their psychological well-being. While Hong Kong shares cultural similarities with Mainland China, historical, political, and linguistic differences create distinct adaptation barriers for non-local students. This study examines the relationship between sociocultural adaptation difficulties and psychological distress among Mainland Chinese students, emphasizing the impact on anxiety, social impairments, and depression. Using a quantitative approach, data were collected from 245 students through a structured survey incorporating the Sociocultural Adaptation Scale and the General Health Questionnaire-28 (GHQ-28). Pearson correlation analysis revealed a strong positive association (r= 0.79, p < 0.05) between adaptation difficulties and psychological distress. Further analysis indicated that social impairments and anxiety/insomnia were the most affected mental health dimensions, while longer duration of stay in Hong Kong was linked to improved adaptation and reduced psychological distress. These findings highlight the need for targeted interventions to support Mainland Chinese students in overcoming adaptation stress. Universities should enhance peer mentorship programs, language support services, and intercultural initiatives to foster social inclusion and reduce psychological distress. Future research should explore qualitative perspectives to gain deeper insights into students' lived experiences and the long-term effects of acculturation stress. By addressing these challenges, higher education institutions can create a more supportive and inclusive environment that enhances both academic success and student well-being

Validating Instruments for Measuring Adaptive Intelligence: A Construct Validation Study of Five Components

This study aimed to validate instruments designed to measure the five components of adaptive intelligence, wisdom, creativity, problem-solving, analytical skills, and practical ability, and to identify the underlying factors of each construct. Adaptive intelligence is increasingly recognized as an essential competence for individuals to navigate rapidly changing environments, yet empirical studies that systematically validate its measurement tools remain limited. The study employed a quantitative validation design using exploratory factor analysis. Data were collected from 144 university students in Malang, Indonesia, selected through cluster sampling from a larger population. Five questionnaires, each consisting of 20 items, were developed in collaboration with expert lecturers to ensure content validity. Following a pilot test and revisions, the instruments were administered, and the data were analyzed using SPSS version 25 with Promax rotation and a loading threshold of 0.40. The results confirmed the multidimensional nature of adaptive intelligence. Wisdom was represented by three factors, creativity by two, problem-solving by three, analytical skills by three, and practical ability by four. These factor structures provide empirical evidence of adaptive intelligence's latent dimensions, highlighting its complexity as an integrated but multifaceted construct. The contribution of this study lies in both theoretical and practical domains. Theoretically, it advances the conceptual clarity of adaptive intelligence by specifying its latent dimensions. Practically, it provides validated instruments that educators and psychologists can employ to assess and foster adaptive capacities in students and professionals, supporting resilience and adaptability in diverse contexts

Reconsidering IELTS Scores in Vietnamese College Admissions: Links to Academic Success Factors

The International English Language Testing System (IELTS) has been accepted as a college admission requirement in Vietnam since 2017. However, its use in college admissions surged significantly after the Ministry of Education and Training’s 2023 decision to recognize IELTS scores for high school graduation. This study investigated whether IELTS scores at college admission were related to three factors associated with academic success in higher education: psychological well-being, self-efficacy, and self-confidence in key learning skills. The research involved thirty-six first-year Vietnamese college students who were divided into three groups based on their admission IELTS scores: below 5.5, 5.5 to 6.5, and above 6.5. Analysis of variance revealed no significant differences in the academic success factors among these IELTS groups at admission. The study also examined whether a College Readiness course designed to enhance these academic success factors yielded different outcomes across the IELTS groups. While students improved in course outcomes, these gains generally did not differ significantly among the three IELTS groups, particularly six weeks after the course ended. These findings, combined with the limited research on IELTS score predictive validity in Vietnam, suggest two implications: first, there is a need for more comprehensive research on how IELTS scores relate to academic success factors in the Vietnamese context; and second, institutions may need to reconsider the weight given to IELTS scores in their college admissions processes

Prophetic Leadership in Islamic Schools: Transforming Teacher Performance and Student Achievement

Prophetic leadership, rooted in the values of humanization, liberation, and transcendence, has gained attention as an ethical and values-based leadership model in Islamic education. This study examines the influence of prophetic leadership on teacher performance and student achievement at Madrasah Ibtidaiyah Datok Sulaiman Palopo. Using a quantitative correlational design, the study collected data from teachers and students using structured questionnaires and academic performance records. The data were analyzed using multiple regression and Pearson correlation tests to determine the relationship between prophetic leadership, teacher performance, and student achievement. The findings indicate that teachers perceive the principal’s leadership as highly aligned with prophetic values, particularly in fostering ethical guidance, professional motivation, and collaborative engagement. A significant positive correlation was found between prophetic leadership and teacher performance, suggesting that teachers who experience strong moral and professional support from school leaders demonstrate higher instructional effectiveness and classroom engagement. Additionally, student achievement was significantly influenced by the leadership approach, reinforcing the idea that values-driven leadership fosters a positive learning environment. The study highlights the need for Islamic schools to integrate participatory leadership practices, ensuring teachers have greater autonomy in decision-making. It also emphasizes expanding leadership strategies beyond teacher development to engage students and parents actively. Future research should explore how prophetic leadership can adapt to contemporary educational challenges, ensuring its continued relevance in enhancing teacher effectiveness and student success

Strengthening Religious Moderation in Madrasahs: An In-Depth Evaluation

This study evaluates the implementation and outcomes of religious moderation education in three madrasahs—MIS Bokin, MIS Rantepao, and MTs Rantepao—located in North Toraja Regency. Employing the CIPP (Context, Input, Process, Product) evaluation model and a qualitative approach, the research explores how religious moderation principles are integrated into Islamic Religious Education (PAI) lessons and extracurricular activities. Data were gathered through observations, interviews, and document analysis, involving principals, teachers, and students as key informants. The findings indicate that religious moderation education is embedded effectively into both curricular and extracurricular activities. Through PAI lessons, teachers integrate values such as tolerance, harmony, and critical thinking using innovative methods like Active Debate and Everyone Is a Teacher Here. These approaches enable students to internalize moderation values naturally. Extracurricular activities, such as interfaith collaborations during religious holidays, provide practical applications of these principles, fostering mutual respect and inclusivity among students. The outcomes reveal enhanced national commitment, tolerance, and critical thinking skills among students. The programs address contemporary challenges, such as the spread of radical ideologies, by creating a positive and inclusive school environment. A systematic implementation process, supported by continuous evaluation, ensures the programs’ effectiveness and adaptability to the needs of students. This study concludes that religious moderation education at these madrasahs serves as an exemplary model for fostering harmony and coexistence in diverse educational contexts. Recommendations include consistent program evaluation, leveraging technology for broader outreach, and expanding these practices to other educational institutions

Transformational Leadership Practices of School Principals in Developing a Quality Culture in Remote Junior High Schools: A Mixed-Method Study

This study investigates the transformational leadership practices of a school principal in developing a quality culture in a remote junior high school in Indonesia. While transformational leadership has been extensively studied in urban and well-resourced contexts, limited attention has been given to how it is applied and adapted in geographically isolated and resource-constrained school environments. Using a mixed-method research design, this study combined qualitative data from interviews, observations, and document analysis with quantitative data obtained through teacher and student questionnaires. The findings revealed that the principal exhibited strong transformational leadership behaviors, including inspirational motivation, idealized influence, intellectual stimulation, and individualized consideration. These practices translated into the development of a collaborative, visionary, and quality-oriented school culture, despite infrastructural and logistical limitations. A localized leadership model was formulated, emphasizing four key elements: vision-driven motivation, ethical role modeling, innovation support, and personalized empowerment. The study contributes theoretically by extending the applicability of transformational leadership theory to rural and underserved educational settings. Practically, it offers a replicable leadership framework for school principals and policymakers aiming to foster school improvement under challenging conditions. Methodologically, the study affirms the value of mixed-method inquiry in capturing the complex dynamics of leadership in education. Overall, the research underscores the strategic role of principal leadership in cultivating sustainable quality culture in remote schools

Teacher Strategies in Navigating Curriculum Transition: From K13 to the Merdeka Curriculum in Primary Schools

This study evaluates the implementation of a point-based disciplinary system in fostering student character development at SMAN 7 Luwu Timur. The research examines how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values. Data were collected over one academic year through classroom observations, structured interviews with teachers and students, and document analysis using a qualitative research design. Findings indicate that the point-based system positively influences student discipline and moral development. Teachers reported a significant decrease in behavioral infractions and a noticeable improvement in students’ ethical awareness. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, several challenges persist, including inconsistencies in enforcement and limited parental involvement. Some variations in disciplinary application undermine its effectiveness, emphasizing the need for comprehensive teacher training and structured implementation guidelines. This study contributes to the growing body of literature on character education by demonstrating the effectiveness of a structured disciplinary framework in promoting positive student behavior. It highlights the importance of integrating character-building strategies with school discipline policies to create a more supportive educational environment. The findings suggest that a well-designed point-based violation system can be a powerful tool for character education when implemented consistently and equitably. For sustainability and broader applicability, future research should explore the long-term behavioral impacts of such systems and investigate their effectiveness in diverse educational settings. Policymakers and educators must collaborate to refine disciplinary approaches that balance strict enforcement with holistic character development

Creating a Safe and Inclusive School Culture: Anti-Bullying Program Implementation in a Faith-Based Primary School

Bullying remains a persistent issue in primary education, requiring context-sensitive and value-driven interventions, especially in culturally and religiously grounded school environments. This study explores the implementation of an anti-bullying education program at SD Darud Da’wah War-Irsyad II (DDI II) Palopo, a faith-based Islamic elementary school in Indonesia, to understand its structure, processes, and challenges. Employing a qualitative descriptive design, data were collected through in-depth interviews, school observations, and document analysis. The participants included school leaders, Islamic education teachers, and homeroom teachers directly involved in the program's development and execution. The findings revealed that the program was structured across daily, weekly, and annual activities, all of which were infused with Islamic values such as rahmah (compassion), ukhuwah (brotherhood), and adl (justice). Its implementation involved stages of awareness-building, task force coordination, curriculum integration, peer support systems, and parental involvement. Challenges included students' limited awareness of non-physical bullying, teachers’ lack of training in handling psychological aggression, underreporting due to social stigma, and the absence of a formal evaluation mechanism. This study contributes to the field by offering a practical and culturally embedded model for anti-bullying education rooted in religious ethics. The model is scalable, cost-effective, and adaptable for other faith-based schools, making it relevant for educators and policymakers seeking sustainable approaches to school safety and character development in religious contexts

Unpacking the Impact of the Merdeka Mengajar Platform on Teacher Performance: A CIPP Model Evaluation

This study evaluates the implementation of the Platform Merdeka Mengajar (PMM) and its impact on improving teacher performance through the Context, Input, Process, and Product (CIPP) evaluation model. As a flagship initiative of Indonesia’s Ministry of Education, PMM provides self-paced training modules, instructional resources, assessment tools, and digital portfolios to support teachers in delivering the Merdeka Curriculum. Employing a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving eight teachers and one principal at a junior secondary school in Indonesia. The findings indicate that PMM is contextually aligned with the evolving needs of educators, particularly in promoting independent learning and responsive teaching. While infrastructure and resources were generally adequate, limited digital fluency and time constraints hindered optimal use. Teachers are actively engaged with the platform, supported by institutional mechanisms like Komunitas Belajar, for collaborative reflection. The evaluation showed improved pedagogical competence, classroom management, and student engagement. Despite some obstacles, PMM demonstrates strong potential as a digital innovation for professional development. This study recommends sustained policy support, user-centered platform improvements, ongoing training, and a robust monitoring and evaluation framework to enhance its effectiveness. The results provide valuable insights for policymakers and school leaders seeking to integrate technology into teacher development systems