Project-based edutainment in introducing culture and tourism to early childhood

Children can learn about culture and tourism through meaningful playing activities. The learning model that accommodates both playing and learning activities is edutainment based on project-based learning. This study aimed to determine the effectiveness of project-based edutainment in introducing culture and tourism to early childhood. This research was a quasi-experiment, designed using a post-test only control group design. The population of the study was 5-6-year-old children in PAUD Desa Dalung, Kuta Utara District. The data collection technique was through observation and documentation. Data was gathered using observation sheets and the data analysis used one-way analysis of variance (ANOVA). The results of the analysis showed a significant impact on the introduction of culture and tourism in the experimental group after applying edutainment-based learning. Based on the data analysis, it was concluded that there was a significant difference in the ability to recognise culture and tourism in children who followed the edutainment-based learning compared to those who followed conventional learning. Activities involving simple projects designed in a fun way could enhance children's ability to recognise culture and tourism. The research results provided an effective learning design to improve early childhood's ability to recognise culture and tourism

Enhancing teacher professionalism through academic supervision: A CIPP model evaluation

This study evaluates the effectiveness of academic supervision practices at SMP Darul Hikam using the Context, Input, Process, and Product (CIPP) model. The urgency of this evaluation lies in the need to ensure that academic supervision evolves from a procedural obligation into a strategic mechanism for improving teacher professionalism and educational quality. Data were gathered through in-depth interviews, document analysis, and non-participatory observation. The research instruments were developed thematically based on the CIPP dimensions and validated through triangulation, member checking, and audit trail to ensure trustworthiness. The data were analyzed using thematic descriptive techniques aligned with the four CIPP components, with success criteria referring to national education standards, relevant policy frameworks, stakeholder satisfaction, and alignment with Taqwa Character Building (TCB) values. The results show that supervision at Darul Hikam is conducted systematically, supported by digital platforms (SISFO and Balanced Scorecard), and integrated into the school’s reflective and value-based culture. This approach has enhanced teacher competencies, fostered a culture of quality that is sustainable, and positively impacted student learning outcomes. The study concludes that academic supervision, when implemented through contextual leadership and technological integration, can serve as a transformative tool for professional development and institutional excellence

THE CORRELATION STUDY BETWEEN STUDENTS’ LEARNING STYLES AND SPEAKING ABILITY

The study aims to examine whether there is any important association between learning style and students’ Speaking ability. The method used in this study is a quantitative survey by questionnaire. The sample for this study consisted of 42 students studying English Education at Universitas Teknokrat Indonesia. To analyze the information, the analysts utilized SPSS Windows 21. The investigation yields a least score of 70, a greatest score of 90, and an average score of 85. Based on the results of this consideration, it can be concluded that there's a positive relationship between the utilization of learning styles and speaking ability. The educational implications of English teachers' proposals to train English learners to adopt language learning styles and improve their speaking ability between learning style and speaking ability of students

GLOBAL TRENDS IN TEACHER PERFORMANCE ASSESSMENT: BIBLIOMETRIC ANALYSIS TO IDENTIFY BEST PRACTICES ON SCOPUS DATABASE

This study aims to explore global trends and best practices in teacher performance assessment through bibliometric analysis. Using the Scopus database and the Biblioshiny tool, the research identifies key contributions, themes, and collaborations within the field. The analysis focuses on research performance, including annual scientific production, relevant sources, authors, affiliations, and countries, as well as science mapping to examine co-occurrence networks, three-field plots, collaboration networks, and world maps. Results indicate a significant increase in publications from 2018 to 2024, reflecting growing global interest in improving educational quality through teacher performance assessment. Collaboration networks highlight six distinct thematic clusters, while the world map underscores the pivotal role of international partnerships in advancing innovative and evidence-based practices. These findings emphasize the importance of research-driven approaches in enhancing teacher effectiveness and fostering global educational development

The THE ATTRACTIVENESS OF GEOMETRY TRANSFORMATION MATERIAL LKPD BASED ON ETHNO-STEM FROM THE PERSPECTIVE OF STUDENTS

Mathematics learning needs to be designed into attractive learning so that students can be motivated to learn and improve mathematics achievement. LKPD with Ethno-STEM learning approach becomes an alternative media that attracts students. This study aims to analyze the results of students' attractiveness responses to the use of Ethno-STEM based geometry transformation material LKPD. The data collection technique uses an interest questionnaire, then supported by student interviews. The study showed that the students' response to the use of geometry transformation material LKPD based on Ethno-STEM obtained an average score of 86.0% with the qualification “very attractive”. The assessment is based on the components of the attractiveness of the cover, content, images/illustrations, math material, learning related to local culture, and learning related to STEM elements. Ethno-STEM-based geometry transformation LKPD has a very attractiveness response from its users. For further research, it is recommended to test the effectiveness of geometry transformation material LKPD based on Ethno-STEM

Transformation of history learning methods in the digital era: Challenges and opportunities in schools

The rapid transformation of education in the digital era has created an urgent need to reexamine history teaching methods to ensure their relevance to the needs of today’s learners. This study aims to investigate the implementation of digital technology in history education in secondary schools in Pontianak, focusing on its impact on student engagement, the challenges encountered, and the opportunities that can be leveraged to enhance learning effectiveness. The research subjects consisted of history teachers and students from four public high schools, selected through purposive sampling based on their experience in integrating technology into history instruction. This research employed a qualitative phenomenological design, with data collected through in-depth interviews, classroom observations, and learning documentation. The findings indicate that the use of technologies such as documentary videos, historical simulations, and digital learning platforms enhances students' engagement with historical content, enabling them to learn more interactively and independently. Identified challenges include inadequate infrastructure, limited digital literacy, and unequal access to technological resources. Nevertheless, digital platforms and technologies such as virtual reality (VR) and augmented reality (AR) offer considerable opportunities to enrich historical learning experiences through their flexibility and immersive potential. The study recommends enhancing technological infrastructure, offering ongoing professional development for teachers, and implementing policies that promote equitable access to technology to optimize the digital transformation of history education

Effect of word card media on grade 1 students’ early reading skills

Language skills are essential in daily life, particularly in education. At the elementary level, reading development progresses through basic and advanced stages. Many first-grade students continue to struggle with early reading due to inadequate learning stimulation, limited use of instructional media, and low engagement during lessons. This study investigates the effect of using word card media on the early reading skills of first-grade students at SDN Purwadadi 1, Subang Regency. A pre-experimental method with a one-group pretest-posttest design was applied, involving 27 students. Data were collected through a performance assessment test, where students demonstrated their reading abilities before and after the intervention. The results showed an improvement in the average score from 58.96 in the pretest to 65.11 in the posttest, with a 10.43% increase. Statistical analysis using the Wilcoxon Signed Rank Test showed a significance value of < 0.05, indicating a meaningful difference between the two tests. The findings suggest that word card media effectively enhances early reading skills, creates a more engaging learning experience, and increases student participation in the classroom. It is recommended that teachers integrate word card media into early reading instruction to enhance student interest, increase engagement, and improve reading outcomes

Transforming laboratory management learning with e-modules

Laboratories are crucial in chemistry education; however, in practice, many students still struggle to grasp the concept of laboratory management in an applied way, as reflected in their scores, which remain below the passing grade. This research aimed to develop e-modules based on case-based and project-based learning to improve understanding of laboratory management concepts. This study used a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Validation of e-modules was carried out by material and media experts, and tested on 24 FKIP ULM Chemistry Education students. Data collection instruments included validation questionnaires, student response questionnaires, as well as pretests and posttests, which were analysed using the Wilcoxon test. The results showed that the e-module was rated “very valid” from the aspects of content, presentation, language, and media. The Wilcoxon test resulted in a significance value of 0.000 (p < 0.05), indicating a significant increase in student concept understanding after the use of e-modules. Recommendations from this study are the wider use of case- and project-based e-modules in learning laboratory management, as well as continuous development to be more adaptive to the development of educational technology

Influence of digital competence on teaching readiness through self-efficacy as moderator variable

In the digital era, mastery of technology is a key factor in improving teaching effectiveness. Therefore, pre-service teachers are expected to have good digital competencies to support an interactive and adaptive learning process. This study aimed to analyse the effect of digital competence on teaching readiness of pre-service teachers at the Faculty of Economics and Business (FEB), Universitas Negeri Surabaya (UNESA), with self-efficacy as a moderator variable. This study used a quantitative approach with an explanatory research design, explaining or knowing the relationship between digital competence and self-efficacy in relation to teaching readiness of pre-service teachers at FEB UNESA. This research data analysis technique used Path Analysis. The questionnaire became the main tool for data collection, which was then analysed using path analysis techniques to examine the relationship between digital competence, self-efficacy, and teaching readiness. Recommendations from the results of this study are to improve the teaching readiness of pre-service teachers at FEB UNESA. It is necessary to develop digital competence and self-efficacy through intensive training, integration of technology in the curriculum, lecturer guidance, and teaching practice activities. Collaboration between lecturers, institutions, and students (pre-service) is important to create a supportive learning. Learning programs need to be adaptive to technological developments with the addition of educational technology modules and digital microteaching activities, accompanied by regular evaluations so that development is sustainable

The impact of metacognitive-based learning strategies on enhancing students' decision-making and cognitive dissonance

Enhancing students' decision-making abilities and reducing cognitive dissonance are critical goals in developing metacognitive awareness and psychological readiness for complex learning tasks. However, conventional learning models often overlook the role of self-regulation and metacognitive control, leading to fragmented reasoning and unresolved internal conflict. This study examines the impact of a metacognitive-based learning approach on students' decision-making skills and levels of cognitive dissonance in an educational setting. A quasi-experimental design was implemented, involving students divided into experimental and control groups. This study used a cluster random sampling technique. The population of this study consisted of elementary school students divided into two groups, namely the control and experimental groups. Data were collected through a validated decision-making assessment and a cognitive dissonance inventory. The data were analyzed using multivariate analysis of variance (MANOVA) to assess the impact of the intervention. The findings revealed that students who participated in metacognitive-based learning significantly outperformed their peers in decision-making tasks and exhibited lower levels of cognitive dissonance. The structured learning cycle focusing on planning, monitoring, and evaluating cognitive strategies enabled students to make more deliberate choices while aligning their beliefs and actions. These results highlight the effectiveness of metacognitive-based learning in fostering cognitive harmony and rational decision-making. The study supports the integration of metacognitive strategies into classroom instruction to promote deeper learning and adaptive cognitive behavior. Future research is recommended to explore the long-term effects of metacognitive-based learning on students' decision-making consistency and cognitive dissonance resolution across diverse educational contexts