Factors influencing student engagement in online ideological and political education: a qualitative study of vocational college students in China

The COVID-19 pandemic accelerated the global shift to online education, exposing both opportunities and challenges in ideological and political (I&P) courses at Chinese higher vocational colleges, where student engagement remains pivotal yet underexplored. This qualitative study examines how students perceive and experience engagement in online I&P courses, framed by Activity Theory, Social Interaction, and Critical Pedagogy. Semi-structured interviews were conducted with 30 students (15 males, 15 females; freshman to junior cohorts) from Anhui Vocational and Technical College, using Tencent Meetings for 30-minute sessions. Thematic analysis identified two core themes: (1) Infrastructure—students emphasized the necessity of clear rules, stable platforms (e.g., MOOCs, ClassIn), and teacher responsiveness to foster accountability; (2) Engagement Dynamics—peer collaboration, real-world case studies, and critical discussions enhanced motivation, while poor internet connectivity, abstract content, and self-regulation struggles impeded participation. Notably, students highlighted the transformative potential of interactive tools (e.g., real-time Q&A, role-playing simulations) in bridging theory and practice. Limitations include the single-institution sample, potential response bias, and lack of longitudinal data. Nevertheless, findings offer actionable insights: educators should design modular content aligned with vocational contexts, integrate adaptive technologies to mitigate connectivity issues, and implement structured peer-review systems to sustain motivation. Institutional support for digital literacy training and hybrid learning models is also critical. Future research should expand to diverse regions, incorporate mixed methods, and track long-term outcomes to strengthen pedagogical strategies in online I&P education

The effectiveness numeracy learning strategies for early grade students in elementary school: a systematic review

The implementation of the Independent Curriculum in 2022 places improving numeracy skills as one of the priority programs for basic education in Indonesia. Early numeracy skills are an important foundation for children's cognitive development and long-term academic success. This study aims to evaluate and identify the most effective early numeracy learning strategies in supporting the strengthening of elementary school students' numeracy skills. The research method used is a systematic literature review with a qualitative-descriptive approach. Data sources were obtained through manual searches of 18 scientific journal articles and 4 conference proceedings published in the last five years. Of the total 22 publications analyzed, six learning strategies were found to be consistently reported as effective: (1) explicit learning through short-term interventions, (2) the use of concrete manipulatives, (3) the use of visual representations, (4) providing corrective feedback, (5) involving parents in the learning process, and (6) game-based learning. The last strategy is the most dominant, mentioned in eight different studies, with variations of digital and traditional games adapted to the local context. The results of this study provide a comprehensive illustration of relevant and implementable approaches in early numeracy learning. These findings contribute to providing an empirical basis for policy makers and educators to design contextual, adaptive, and evidence-based numeracy learning programs

The influence of work engagement, work motivation, resilience, and job stress on the job satisfaction of honorary teachers in Central Java

This study examines the influence of work engagement, work motivation, resilience, and job stress on the job satisfaction of honorary teachers in Central Java. The research employs a quantitative approach utilizing a cross-sectional study design. The population for this study consists of honorary teachers who instruct at elementary and high schools in Central Java, with a minimum of five years of teaching experience and a willingness to participate as research subjects. The sampling technique employed was purposive sampling, which resulted in 384 participants. Data collection instruments included job satisfaction, work engagement, work motivation, resilience, and job stress scales. The results of the multiple regression analysis indicate a coefficient of determination (R) of 0.965, an F-value of 1301.778, and a p-value of 0.000 (p < 0.001). Based on these findings, it can be inferred that work engagement, work motivation, resilience, and job stress collectively influence the job satisfaction of honorary teachers in Central Java. Furthermore, the study revealed that resilience contributes more significantly to job satisfaction than the other variables. Therefore, local government initiatives to improve job satisfaction among honorary teachers in Central Java should focus on various strategies, particularly by providing programs for adaptive skills development and problem-solving, such as stress management training, to bolster the resilience of honorary teachers in coping with working pressures

Effectiveness of augmented reality application on critical thinking skills of elementary school students based on learning interest

Mathematics learning in elementary schools is still dominated by conventional methods such as lectures and the use of two-dimensional images, which do not support the development of critical thinking skills and students' spatial understanding. This challenge is increasingly relevant in the era of the Industrial Revolution 4.0, which demands the integration of technology in the learning process. This study aims to analyze the effect of the use of Augmented Reality (AR) on critical thinking skills and students' learning interest in learning spatial figures. The study used a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group design. The sample consisted of 60 elementary school students in Banjarsari District who were divided into an experimental group (using AR) and a control group (conventional method). Learning lasted for four weeks, with three sessions per week. The research instruments included a critical thinking test based on Ennis's indicators and a Likert-scale learning interest questionnaire. The results of the analysis using the Shapiro-Wilk and Mann-Whitney U tests showed a significant difference between the experimental and control groups in the critical thinking posttest scores (p = 0.0076). The increase occurred in the aspects of clarification, inference, and argument evaluation. In addition, students' learning interest in the experimental group also increased, indicated by active involvement and higher motivation. In conclusion, using AR effectively improves students' critical thinking skills and learning interests. The implications of this study indicate that AR technology can be an innovative alternative to mathematics learning. The contribution of this study lies in the development of technology-based learning strategies to support the 21st-century skills of elementary school students

The influence of the TaRL approach on the critical thinking ability of elementary school students in mathematics subject

The results of the PISA study revealed that students have low critical thinking skills in Indonesia, especially in mathematics. This study aims to evaluate the effect of the Teaching at the Right Level (TaRL) strategy on the critical thinking skills of fourth-grade elementary school students in solving arithmetic problems in Yogyakarta. This study used a quantitative approach with a nonequivalent control group experimental design. The instruments used included essay tests, observation sheets, and documentation. Data were analyzed through descriptive statistics and t-tests to test the hypothesis. The results of the analysis showed that the TaRL strategy significantly improved students' critical thinking skills in four main aspects. The t-test produced a significance value of 0.000 (<0.05), indicating a significant difference between the experimental and control groups. The average posttest score of the experimental group reached 81.5, which is higher than that of the control group, which obtained an average of 76. This increase is illustrated in students' abilities to identify problems, analyze information, evaluate solutions, and logically convey arguments. These findings indicate that the TaRL strategy is effective in improving learning outcomes and contributes to strengthening students' critical thinking skills from an early age. Thus, the implementation of TaRL can be an alternative adaptive and transformative learning strategy to improve the quality of basic education in Indonesia

Design of the gamifying anti-bullying education: a transformative approach with the giant snakes and ladders bullying game

Bullying in elementary school environments is a serious problem that can hinder children's emotional and social development. This study aims to provide anti-bullying education to elementary school students through interactive game media, namely Giant Bullying Snakes and Ladders. The method used was an in-depth interview with elementary school teachers in Pracimantoro District, Wonogiri Regency. This interview aims to obtain information about the forms of bullying behavior that often occur in schools and educational efforts that have been implemented previously. Based on the results of data analysis, researchers designed a creative solution in the form of an educational game that is not only fun but also full of anti-bullying moral messages. This game is designed on a large scale to attract students' attention and can be played in groups. Each box in the game contains illustrations and educational messages, such as an invitation to stop bullying and empathy for friends. The results of implementing this game show that students become more active in discussing bullying and are more courageous in saying "stop bullying" when witnessing similar incidents. This study contributes to providing innovative and fun learning media, which teachers can use to effectively instill anti-bullying values ​​in children from an early age

Hybridization in the labor children's school curriculum: A multiperspective study

If education is not managed effectively, it will remain incomplete and produce suboptimal results. Additionally, the predominant workforce in Indonesian society often leads to less-than-optimal supervision of children, resulting in workplace anxiety and discomfort due to inadequate childcare. The discrepancy between school hours and parents' working hours often leads to neglect of children's studies. Consequently, the author is deeply motivated to elucidate the research objectives, which focus on identifying the model or format of curriculum hybridization suitable for children of workers and determining the necessary preparations for implementing such a hybrid curriculum at SD Muhammadiyah Warungboto Yogyakarta. This research aims to provide insights into appropriate curriculum hybridization and the requisite preparations for its implementation. The research methodology employed is qualitative descriptive, drawing upon several references related to curriculum hybridization. The findings underscore the crucial necessity of curriculum hybridization, particularly in fostering parental comfort with the educational system by integrating play theory and children's games into the school curriculum. SD Muhammadiyah Warungboto serves as a pivotal institution for developing and strengthening a curriculum tailored to the needs of children from working families. Preparatory measures encompass infrastructure enhancements, provision of playgrounds and gaming facilities, accommodation facilities, counseling services, teacher training initiatives, and the recruitment of instructors specializing in talent and the arts. In conclusion, the research highlights the significance of curriculum hybridization for children of working parents, given the prevalent 8-hour workday norm. The integration of the national curriculum with elements of play and games is paramount. Such integration demands comprehensive preparations, not only concerning infrastructure and teacher readiness but also in tailoring the curriculum to suit the unique needs and conditions of the children

Comprehension of elementary teacher education’s students as future teachers toward the implementation of the independent curriculum principles

This research is a qualitative descriptive study to measure students' level of comprehension in elementary teacher education at Khairun University toward implementing the principles of the independent curriculum. The independent curriculum makes it easy for teachers and students to conduct learning according to student's needs. Even though it has superior values ​​compared to the previous curriculum, the independent curriculum presents other problems. Therefore, understanding the principles of implementing the curriculum is essential to analyze so that the difficulties faced by students are immediately known as a preventive measure. The subjects of this research were 30 students in semester IV. The instruments used were tests and interviews. The test instrument consists of 36 description questions and an interview consisting of five main questions. Based on the test results, it was found that students needed to understand the implementation of the principles of the independent curriculum well. All students needed more understanding, starting from the learning components, implementation, and final evaluation. The interview results also strengthened the comprehension test results. Students said that limitations in seeking additional information and different learning and assessment processes confused them with the independent curriculum. One of the solutions is special training and assistance for students to develop independent curriculum products such as teaching modules or student worksheets as instruments in carrying out assessments

Validation of MINAPAMIMI fairy tale media to improve elementary school students knowledge and attitudes towards distater mitigation

The high risk of earthquakes and tsunamis in several regions of Indonesia, with the majority of victims being children due to a lack of disaster mitigation knowledge and the scarcity of disaster mitigation learning media. This research aims to determine the validity level of the MINAPAMIMI Fairy Tale Book in enhancing the knowledge and attitudes of elementary school students. This study addresses the limitations of learning media for schools in improving earthquake and tsunami disaster mitigation among elementary school students. The subjects of this research are elementary school students in Padang City, utilizing the Research and Development (R&D) method with the IDI design model. Data collection is conducted through questionnaires and analyzed descriptively based on validation score sheets; the product is validated by three experts. The validity results will be tested using the Aiken V formula. The research findings indicate that the MINAPAMIMI Fairy Tale Book is deemed valid with an average Aiken V score of 0.82 and can be utilized to enhance the knowledge and attitudes of disaster mitigation among elementary school students. Therefore, it is recommended for elementary schools in earthquake and tsunami-prone areas to utilize the MINAPAMIMI Fairy Tale Book for enhancing disaster mitigation

Improving student learning outcomes through the inquiry learning model with powtoon animation on plane geometry subject

The objective of the study is to illustrate how the enactment of the inquiry learning model with Powtoon animation impacts the enhancement of student learning outcomes in the plane geometry subject. This study utilizes a quantitative method employing a quasi-experimental design.  The sampling method applied is cluster random sampling, involving two groups for the study: the experimental group and the control group, serving as the comparative sample.  The sample for the study comprises 52 fifth-grade students, with each class containing 26 students. Data collection instruments include test sheets, observation sheets, and documentation. Data analysis techniques in statistical tests include instrument validity testing, instrument reliability testing, prerequisite testing, dependent t-test, independent t-test, and N-Gain test. Learning outcomes after implementing the inquiry learning model with Powtoon animation media were significantly different compared to before implementation.  Moreover, there was a notable distinction in learning outcomes observed between the control and experimental groups. The average posttest score for the experimental group stood at 74,04, whereas for the control group, it was 61,69. The influence of the inquiry learning model with Powtoon animation media reached a moderate category. Involving technology such as Powtoon animation in inquiry-based learning can generate interest in learning, thus affecting the improvement of student learning outcomes