Journal Title Journal of Educational Sciences E-ISSN 2581-2203 DOI Prefix 10.31258 Editor in Chief Nur Islami Publisher FKIP Universitas Riau Frequency Monthly (since 2026) Indexing GARUDA|Google Scholar| Scilit|Sinta 3 JES is an open access Journal and publishes a scientific paper on the results of the study and review of the literature in the field of education after double-blind peer review. JES publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. The research may from any level of education such as primary education, secondary education, higher education and all of the related education sectors. Authors who intend to submit a manuscript for publication in JES obliged to understand correctly the instructions and the ins and outs of the provisions on this journal then to follow the Author Guidelines for submission. Before the manuscript is submitted to the editorial team, please make sure that your paper is prepared using the journal paper template. Any papers not fulfilling the requirements based on the guidelines to authors or focus and scope, with great regret will not be processed and automatically rejected. The paper submission and reviewing procedures in JES will be processed with the web-based system via the Open Journal System (OJS) by Public Knowledge Project (PKP). We strongly prefer to receive manuscripts via our online submission system. Copyright of all material published in this journal remains with the authors. Authors grant JES the right of first publication. For authors who are interested in submitting manuscripts, Register yourself as the Author. The author's guide can be seen here, and the manuscript template can be downloaded here. Already have a Username/Password for the Journal of Educational Sciences? click to Enter. Up to now, JES has published articles with authors from various countries: <strong style="box-sizing: border-box; font-weight: bolder; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Indonesia, Greece, Nepal, Pakistan, Tunisia, Thailand, Nigeria, USA, Palestine, China, Malaysia, Bangladesh, South Africa Kazakhstan
Exploratory Analysis of the Design of Multimodal Digital Storytelling Rubrics for Strengthening Communication in the 21st Century
Communication skills are in essential competencies 21st-century education, requiring individuals to convey ideas effectively across multiple modes. Although digital storytelling (DS) has been widely recognized as an approach to developing multimodal communication, evaluation instruments that systematically capture its narrative and multimodal complexity remain limited. This study aims to develop dimensional indicators for a multimodal digital storytelling rubric grounded in real-world digital communication practices. A qualitative-exploratory approach was employed by analyzing 100 high-engagement creators across YouTube, TikTok, and Instagram Reels. Data were analyzed using NVivo software via open coding, axial coding, and selective coding procedures. The findings reveal four key dimensions of effective digital storytelling: narrative hook, narrative structure, multimodal integration, and closing message. These dimensions highlight that successful digital communication relies on structured narratives, strategic audience engagement, and the integration of multiple semiotic modes. Based on these findings, a rubric consisting of eight indicators and four performance levels was developed to support assessment in educational contexts. This study contributes a practice-informed and empirically grounded assessment tool that bridges real-world digital practices with classroom evaluation, offering both theoretical insights into multimodal literacy and practical implications for teacher education.
Copyright (c) 2026 Aura Salsabillah Rahmatya, Rizki Hikmawan (Author) https://creativecommons.org/licenses/by-sa/4.0
Internalization of Human Values in Physics Learning through a Love-Based Curriculum to Build Environmentally Caring Character
The global environmental crisis demands a fundamental transformation in science education, shifting from mere cognitive knowledge transfer to a medium for holistic character formation. This conceptual article examines the urgency of internalizing human values such as empathy, compassion, and justice into physics learning. The author proposes a "Love-Based Curriculum" as a transformative pedagogical framework to bridge the gap between abstract physics concepts and the development of environmentally caring character. This article is developed using a Systematic Literature Review (SLR) approach. Data collection was conducted by examining various credible and relevant references to obtain a comprehensive understanding of the topic. The article synthesizes various approaches, ranging from compassionate pedagogy to the integration of sustainability issues (such as climate change and waste management) into the physics curriculum. The findings indicate that a humanistic approach not only improves cognitive learning outcomes but also significantly fosters ecological awareness, environmental literacy, and students’ motivation to become agents of change. The Love-Based Curriculum is argued to be a strategic intervention to ensure more equitable, inclusive, and relevant physics learning that addresses future challenges.
Copyright (c) 2026 Nurhikma Syam, Heru Kuswanto, Yusman Wiyatmo (Author) https://creativecommons.org/licenses/by-sa/4.0
Classroom Management Strategies for Creating a Conducive Learning Environment in Grade 3 at SD Muhammadiyah 4 Kandangsapi
This study aims to describe classroom management strategies in creating a conducive learning environment in the third-grade classroom at SD Muhammadiyah 4 KandangSapi, as well as to identify supporting factors, obstacles, and solutions implemented by teachers. The research uses a qualitative approach with a case study design to gain an in-depth understanding of classroom practices in a real context. The subjects include the third-grade teacher as the main informant, students as supporting informants, and the principal as an additional informant. Data were collected through passive participatory observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing, with triangulation to ensure validity. The findings show that classroom management is carried out systematically through initial conditioning, organizing the learning environment, enforcing classroom rules, and managing student behavior. Supporting factors include collaboration, adequate facilities, and school support. Meanwhile, obstacles involve differences in student characteristics, limited classroom space, and less conducive classroom conditions. To address these challenges, teachers apply adaptive solutions such as personalized approaches, collaboration with parents, and varied teaching methods to increase student engagement. This study highlights the importance of flexible and context-based classroom management strategies tailored to elementary students’ needs.
Copyright (c) 2026 Adelia Dwi Yulianti, Sukartono, Minsih (Author) https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Project-Based Learning to Cultivate Discipline and Responsibility Among Sixth-Grade Elementary Students
This study aims to describe the role of teachers in implementing Project Based Learning (PjBL) as a learning strategy to develop discipline and responsibility among sixth-grade elementary school students. This study employed a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving teachers and students during the learning process. The results show that the implementation of PjBL fosters students’ discipline through habits of time management, adherence to rules, maintaining order, and self-regulation in social interactions. In addition, responsibility is developed through active participation in task completion, willingness to acknowledge mistakes, engagement in group work, and social awareness. Structured project activities encourage students to be more active and responsible in learning. This study is limited by its focus on a single school and the use of a qualitative approach that does not measure effects quantitatively. Therefore, future research is recommended to involve broader subjects and combine quantitative methods to examine the effectiveness of PjBL more comprehensively.
Copyright (c) 2026 Muhammad Fazis Musyary, Arief Cahyo Utomo (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Project Based Learning Model and Learning Motivation on Fourth Grade Elementary Students’ Narrative Writing Skills
This study was conducted based on the low level of narrative writing skills among elementary school students, which is influenced by less innovative instructional models and low learning motivation. This study aimed to analyze the effect of the Project Based Learning (PjBL) model and learning motivation on the narrative writing skills of fourth-grade elementary school students. This research used a quantitative approach with a quasi-experimental method and a 2×2 factorial design. Data were collected through a narrative writing test and a learning motivation questionnaire, and analyzed using t-test and two-way ANOVA. The results showed that students in the PjBL class achieved higher mean scores, with 89.05 for high motivation and 73.15 for low motivation, compared to 80.21 and 52.64 in the conventional class. The ANOVA test indicated no significant interaction (Sig. = 0.537 > 0.05). It can be concluded that PjBL effectively improves narrative writing skills, while motivation acts as an independent factor.
Copyright (c) 2026 Ainun Nisa’, Elfia Sukma, Yeni Karneli, Muhammadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring Teacher’s Perceptions as a Basis for Developing Deep Learning–Based Digital Assessment in Chemistry
The main challenge in 21st-century chemistry learning lies in the limited availability of assessment instruments that effectively measure students’ critical thinking skills in accordance with deep learning principles, namely meaningful, mindful, and joyful learning. In practice, teachers still predominantly employ conventional assessment methods that do not fully support technology-based learning or the development of higher-order thinking skills. As a preliminary study to support the development of deep learning–based digital assessment, this research aims to explore teachers’ perceptions and needs regarding the implementation of digital assessment in chemistry learning. A descriptive qualitative approach was employed, involving three senior high school chemistry teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers possess a sound pedagogical understanding of deep learning concepts; however, current assessment practices have not yet adequately captured the dimensions of meaningful, mindful, and joyful learning. Teachers expressed positive perceptions toward digital assessment as a means to enhance effectiveness and student engagement, despite challenges related to technological infrastructure and digital literacy. These findings provide an empirical basis for developing deep learning–based digital assessment instruments to strengthen students’ critical thinking skills and improve the quality of chemistry learning.
Copyright (c) 2026 Fershi Adi Saputra, Nahadi, Wawan Wahyu (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of a Picture Book to Enhance Children’s Understanding of Flood Disaster Mitigation: Group B2, Al-Hikmah Rusa Kencana Kindergarten, Toili Subdistrict, Luwuk Banggai Regency
Early childhood education plays a crucial role in fostering children’s preparedness for disaster risks, particularly floods, which frequently occur in Toili Subdistrict, Banggai Regency. This study aims to develop a picture storybook as a learning medium to enhance children’s understanding of flood disaster mitigation at Al-Hikmah Rusa Kencana Kindergarten. The study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were 10 children in Group B2. Data collection techniques included observation, interviews, documentation, and expert validation sheets, while data analysis utilized both qualitative and quantitative methods through validity tests and t-tests. The results indicated that the picture book “Raka the Water Hero” received an expert validation score of 87.5% for both content and media, categorized as highly valid. The pilot test results showed an increase in children’s understanding of flood disaster mitigation, as evidenced by an increase in the average pre-test score from 7.5% to 92.5% on the post-test, as well as a t-calculated value greater than the t-table value at a 5% significance level. Thus, the picture book is effective as a learning medium for improving young children’s understanding of flood disaster mitigation.
Copyright (c) 2026 Novita Ayu Kristyaningrum, Fitriana, Sita Awalunisah, Andi Agusniatih (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of E-Modules Based on Cognitive Load Theory on Learning Outcomes and Cognitive Load of Vocational High School Students
The goal of this project is to create an e-module with cognitive load management in mind and assess how it affects vocational high school students' learning results. The study uses a pre-experimental experimental design of the one-shot case study type and a descriptive quantitative methodology. A cognitive load questionnaire was used to quantify intrinsic, extraneous, and relevant cognitive load, and a post-test was used to determine learning outcomes. A one-sample binomial test and the Shapiro Wilk normality test were used for data analysis. A binomial test with a significance threshold of 0.035 (<0.05) was employed since the results demonstrated that the data were not normally distributed, suggesting that the e-module design had an impact on student learning outcomes. According to descriptive analysis, the average student learning outcome of 83.33 is classified as "good." Furthermore, extraneous cognitive load fell into the "very low" category (mean = 1.70), intrinsic cognitive load into the "low" category (mean = 2.48), and germane cognitive burden into the "very high" category (mean = 3.44). In conclusion, the findings indicate that the e-module is associated with structured learning and favorable cognitive load conditions among students, but the results remain descriptive and cannot be interpreted as causal evidence.
Copyright (c) 2026 Fania Komala Sari, Rizki Hikmawan, Andriansyah Setiawan (Author) https://creativecommons.org/licenses/by-sa/4.0
Analyzing The Effect of Theory-Based User Interface Design in Mobile Learning Application on PSTI Students’ Extraneous Cognitive Load
The limited screen size of mobile devices can increase users’ Extraneous Cognitive Load (ECL), hindering effective Self-Regulated Learning (SRL) in digital environments. This study aims to design a mobile learning application (MLA) interface integrating User Interface Design (UID) principles with SRL theory and to evaluate its impact on learners’ ECL. Adopting DBR, a prototype was developed and evaluated by 144 respondents using an ECL questionnaire and open-ended feedback. Descriptive statistics revealed that the interface successfully minimized cognitive load, with all dimensions categorized as low. The Aesthetic and Minimalist Design dimension recorded the lowest mean score (2.55). However, thematic analysis revealed issues such as reading fatigue from dense text and subtle navigation cues. Consequently, a design iteration was executed to implement micro-learning content chunking, centralize navigation, and enhance visual signaling. The findings highlight that minimizing ECL through strict UID compliance is essential to support SRL. This research contributes an empirical study by integrating UID principles and SRL theory within a DBR approach to systematically reduce extraneous cognitive burdens.
Copyright (c) 2026 Ikeu Herliana, Jaka Septiadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimizing School Resource Management to Improve Educational Output at SDN 1 Godong
The decline in character and learning quality scores on the Education Report Card poses a serious challenge for SDN 1 Godong, a pilot school. This study aims to analyze the optimization of effective, transparent, and accountable resource management (human, financial, and physical) as a strategic solution. Using a descriptive qualitative method with a case study design, data were collected through in-depth interviews, observations, and document reviews. Findings indicate governance anomalies; the availability of physical facilities and financial administrative compliance are not yet linear with instructional quality due to low investment in teacher pedagogical competence (below 10% of the budget). The study's conclusions confirm that optimization requires a radical budget refocusing from physical maintenance to strengthening classroom interactions. Strategic recommendations include debureaucratizing teacher workloads and revitalizing facility functions to reverse the negative trend in education quality.
Copyright (c) 2026 Zumrotun, Ngurah Ayu Nyoman Murniati, Supandi (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of the Primasi Application-Based Management Information System to Support the Quality of Educational Services at the Prima Swarga Bara Education Foundation, East Kutai Regency
This study aims to analyze the implementation of the PRIMASI application-based management information system in supporting the quality of educational services within the Prima Swarga Bara Education Foundation and to identify the supporting factors and constraints in its implementation. The study employs a qualitative descriptive approach and was conducted at the foundation in East Kutai Regency, covering educational levels from kindergarten to junior high school as well as the foundation office. Research subjects included foundation administrators, school principals, teachers, and educational staff. Data were collected through in-depth interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing with triangulation to ensure validity. The findings reveal that the PRIMASI application has been implemented as the main system for managing educational administration, contributing to improved efficiency, data accuracy, integration, and transparency of services. Supporting factors include institutional policies, management commitment, IT support, training, and device availability. Meanwhile, constraints involve network issues, system stability, user adaptation, and discipline in data entry. The study recommends strengthening infrastructure and enhancing user support for sustainability.
Copyright (c) 2026 Faizah Nurbani Wisnu Putri, Mada Sutapa (Author) https://creativecommons.org/licenses/by-sa/4.0
Burnout among University Educators: Mapping Research Trends and Identifying Risk Factors through Systematic Literature Review
Burnout among university educators has become a critical issue due to its potential to affect the quality of education. The relevance of this topic has increased alongside rising job demands, the digitalization of education, and changes in the higher education work environment. This study aims to map research trends and identify factors influencing burnout among university educators through a systematic literature review (SLR) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. From an initial 118 articles identified in the Scopus database, 38 articles were selected based on the inclusion and exclusion criteria. The findings show an increasing publication trend in recent years, with noticeable fluctuations beginning in 2020 during the COVID-19 pandemic. Most studies originate from China, while contributions from other countries remain limited. The literature is largely dominated by the Job Demands–Resources and Conservation of Resources theory, with most studies employing quantitative survey-based approaches. Publications are primarily concentrated in reputable journals in psychology, education, and public health. The review also identifies various factors contributing to burnout, confirming its multidimensional nature. This study contributes to the theoretical understanding of burnout dynamics and offers practical implications for developing policies that support the well-being of university educators.
Copyright (c) 2026 Wahyudi Dwi Hartanto (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Religious-Based Prompt Methods in Preventing Violence Against Children in Group B at Tunas Mekar Kindergarten
This study aims to examine the application of religious-value-based prompt methods in preventing violence against young children and to analyze their impact on children’s social skills. The study employed a descriptive qualitative approach with a correlational design, conducted at Tunas Mekar Kindergarten in Palu during the 2025/2026 academic year, with 18 children from Group B as the subjects. Data collection techniques included observation, interviews, and documentation, while data analysis utilized percentage calculations and qualitative interpretation. The results of the study indicate that the application of prompts based on religious values is effective in improving children’s emotional regulation skills, non-violent social behavior, as well as their understanding and application of religious values. In the first week, the majority of children were in the “beginning to develop” category (55.56%) and the “not yet developed” category (24.07%). Following the implementation of the prompts method in the second and third weeks, there was an increase in the “developing as expected” (37.03%) and “developing very well” (29.62%) categories, and no children remained in the “not yet developing” category. Interview results with teachers also indicated that learning became more active, interactive, and enjoyable, and that children were better able to exhibit non-violent social behavior. Thus, prompts based on religious values are effective in improving the social skills of young children and can serve as a learning strategy to prevent violence against children in school settings.
Copyright (c) 2026 Widya Maharani, Nurhayati, Amrullah, Andi Agusniatih (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Traditional Leaders in Hindu Marriage Traditions in Mayasari Village, South Pamona Subdistrict, Poso Regency
Indonesia is a country with a diverse array of ethnic groups, cultures, and religions, including Hinduism, which encompasses a wide range of traditions and religious practices. In the lives of Hindu communities, the role of traditional leaders is crucial as spiritual guides who lead the performance of religious rituals and ceremonies. This study aims to identify the requirements for becoming a traditional leader, the regulations that must be followed, and the role of traditional leaders in the implementation and preservation of Hindu marriage traditions in Mayasari Village, South Pamona Subdistrict, Poso Regency. This study employs a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The research informants consisted of traditional leaders, serati, and community members involved in the wedding ceremonies. The results of the study indicate that traditional leaders are selected based on good conduct, physical and spiritual health, as well as the ability to maintain personal purity and remain neutral. Traditional leaders are also required to adhere to rules regarding personal purity and moral ethics. During the marriage ceremony, traditional leaders lead the series of rituals, determine the auspicious date, oversee the preparation of offerings, and guide the community to ensure the rituals align with religious and traditional teachings. Additionally, traditional leaders play a role in preserving traditions through community education and the enforcement of customary laws. Thus, traditional leaders play a strategic role in preserving the continuity of Hindu marriage traditions in Mayasari Village.
Copyright (c) 2026 Niluh Eka Armawati, Iskandar, Nuraedah, Idrus Rore (Author) https://creativecommons.org/licenses/by-sa/4.0
Building Responsible Character in Students Through the Implementation of the Seven Habits of Highly Effective Indonesian Children Program in Elementary Schools
This study aims to describe the implementation of the Seven Habits of Great Indonesian Children Program as an effort to build responsible character in elementary school students. This program is part of character education, oriented towards forming positive habits through instilling the values of discipline, hard work, independence, and responsibility in daily life at school. This study used a qualitative approach with descriptive methods. The research subjects included teachers, students, and parents at a public elementary school that has implemented the program. Data were collected through interviews, observation, and documentation and analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results of this study show significant changes, particularly in children's responsible behavior, both at school and at home. The school also established good cooperation and communication with parents so that the Seven Habits of Great Indonesian Children Program, especially regarding the character of responsibility, could run smoothly and experience improvement. It can be concluded that the Seven Habits of Great Indonesian Children Program has a positive impact on children's character development.
Seven Habits of Great Indonesian Children
Copyright (c) 2026 Adhimas Wahyu Nur Karim, Achmad Fathoni (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of the PBL Learning Model using Videos to Improve Student Motivation and Learning Outcomes in Geopolitical Material in Timor-Leste
Low student motivation and poor learning outcomes in geopolitics materials are often associated with the dominance of lecture-based methods and the limited use of instructional media. This study aims to determine the effect of the Problem-Based Learning (PBL) model assisted by video on students’ motivation and geography learning outcomes. The research was conducted at Ensino Secundario Geral Catholic St. Madalena de Canossa, Dili, Timor-Leste, using a quasi-experimental method with a non-equivalent control group design. The subjects were Grade X students selected through purposive sampling based on comparable academic abilities. Data were collected through learning outcome tests and motivation questionnaires and analyzed using the t-test. The results showed that the average learning outcome score in the experimental class increased from 62.3 to 85.5, while the control class improved from 57.3 to 72.0. Statistical analysis indicated a significant effect of the video-assisted PBL model on students’ motivation and learning outcomes. In conclusion, the implementation of video-assisted PBL is more effective than conventional teaching methods in enhancing students’ motivation and geography learning outcomes in geopolitics materials.
Copyright (c) 2026 Genito Fernandes Xavier, Sugeng Utaya, Sumarmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Knowledge Transfer-Based School Management as a Model for Improving Learning Quality: A Case Study in Elementary Schools
The increasing demand for improving educational quality requires schools to adopt innovative and collaborative management approaches. This study aims to analyze the implementation of school management based on knowledge transfer at SD Negeri 03 Doro, Pekalongan Regency. The research employs a qualitative approach with a case study design to explore in depth the processes, mechanisms, and impacts of knowledge transfer in improving school management quality. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the implementation of knowledge transfer-based management has been carried out systematically through planning, organizing, implementing, and evaluating functions. Knowledge transfer occurs through collaborative activities such as mentoring, coaching, co-teaching, and sharing best practices among teachers. This process contributes significantly to improving teachers’ competencies, instructional quality, and participatory decision-making. Furthermore, it strengthens school governance and enhances community trust. The novelty of this study lies in integrating knowledge transfer as a structured managerial strategy in primary school management, rather than merely informal knowledge sharing. However, the study is limited to a single research site and constrained by variations in teacher competencies and resource availability. Future research is recommended to expand the scope and apply mixed methods to obtain more comprehensive findings.
Copyright (c) 2026 Sri Wahyuningsih, Ghufron Abdullah, Qristin Violinda (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Principals’ Instructional Leadership, School Culture, and Teacher Professionalism on Teacher Performance: A Quantitative Study in Junior High Schools
Improving teacher performance remains a critical issue in enhancing the quality of education, particularly in strengthening school management and instructional practices. This study examined the influence of principals’ instructional leadership, school culture, and teacher professionalism on the performance of junior high school teachers in Jepara District, Jepara Regency. A quantitative approach with an ex post facto design was employed. The study involved teachers from public and private junior high schools selected through proportional random sampling. Data were collected using questionnaires and analyzed using descriptive statistics, multiple regression, and path analysis. The findings indicate that instructional leadership, school culture, teacher professionalism, and teacher performance were generally categorized as high to very high. Simultaneously, the three variables significantly influenced teacher performance. Partially, only teacher professionalism had a significant effect, while instructional leadership and school culture did not show significant direct effects. Further analysis revealed that school culture significantly influenced teacher professionalism, which in turn mediated its relationship with teacher performance. These findings suggest that teacher professionalism is the most proximal factor influencing teacher performance, while school culture functions as a contextual foundation.
Copyright (c) 2026 Sonya Diah Paramita, Senowarsito, Harto Nuroso (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Principals’ Instructional Leadership, Work Motivation, and School Culture on Elementary School Teachers’ Performance in Mranggen District, Demak Regency
This study examined the influence of principals’ instructional leadership, work motivation, and school culture on the performance of elementary school teachers in Dabin III, Mranggen District, Demak Regency. The study employed a quantitative approach with an ex post facto design. The population consisted of 139 teachers, and 103 teachers were selected as the sample using proportional random sampling. Data were collected through questionnaires, interviews, and documentation, and were analyzed using descriptive statistics, multiple linear regression, and coefficient of determination analysis. The findings revealed that principals’ instructional leadership, work motivation, school culture, and teacher performance were all categorized as very high. Simultaneously, instructional leadership, work motivation, and school culture had a significant effect on teacher performance. Partially, principals’ instructional leadership and school culture had a positive and significant effect on teacher performance, whereas work motivation did not have a significant effect. Among the independent variables, principals’ instructional leadership was the most dominant factor influencing teacher performance. The coefficient of determination showed that 56.8% of the variance in teacher performance could be explained by the three independent variables. These findings indicate that improving teacher performance requires strengthening instructional leadership and developing a positive school culture.
Copyright (c) 2026 Istiqomah, Senowarsito, Harto Nuroso (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimizing the Professional Role Playing Method to Foster Responsibility and Self Confidence in the Pancasila Education Course for Third Graders at SD Muhammadiyah 2 Kauman Surakarta
Character education plays a crucial role in shaping students’ attitudes and behaviors starting from elementary school. One of the character traits that needs to be developed is responsibility and self-confidence in learning activities. This study aims to analyze the application of the professional role-playing method in Pancasila Education lessons and its impact on enhancing the responsibility and self-confidence of third-grade students at SD Muhammadiyah 2 Kauman Surakarta. This study employs a qualitative approach using a case study design. The research subjects consisted of Pancasila Education teachers and third-grade students selected through purposive sampling. Data collection techniques included observation, semi structured interviews, and documentation. Data validity was tested through source triangulation and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the professional role-playing method is effective in enhancing students’ sense of responsibility, as evidenced by their ability to complete tasks on time, fulfill their learning obligations, adhere to classroom rules, and correct mistakes. Additionally, this method boosts students’ self confidence, demonstrated through their willingness to present in front of the class, express their opinions, and engage in learning activities. However, its implementation still faces challenges such as variations in students’ self-confidence levels and limited class time.
Copyright (c) 2026 Fatma Wulandari, Arief Cahyo Utomo (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of TikTok in Developing Gross Motor Skills in Children in Group B at Nur Azizah Kindergarten
Early Childhood Education (PAUD) plays a crucial role in developing all aspects of a child’s growth, including gross motor skills which involve large muscle groups for activities such as running, jumping, and kicking. The use of video-based social media, such as TikTok, has the potential to serve as a tool for stimulating children’s gross motor skills when used in a targeted manner and balanced with direct physical activity. This study aims to determine the role of TikTok use in the gross motor skills of children in Group B at Nur Azizah Kindergarten, as well as the roles of teachers and parents in supporting this process. The study employs a descriptive qualitative approach using observation, interviews, and documentation of the children during a three-week TikTok-based learning process. The observed aspects include the children’s agility, speed, and body coordination. The results indicate that regular use of TikTok enhances children’s interest, enthusiasm, and participation in physical activities. There was a significant improvement in children’s agility, speed, and coordination, with the percentage in the “Very Well Developed” category rising from 2.33% in the first week to 33.33% in the third week, while the “Not Yet Developed” category dropped to 0%. In conclusion, the social media platform TikTok serves as an effective learning tool that supports the gross motor development of young children, particularly in the areas of agility, speed, and body coordination, when used in a targeted and creative manner and accompanied by guidance from teachers or parents.
Copyright (c) 2026 Annisa Tuljannah Pabemba, Amrullah, Fitriana, Humaedi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Potential of ESD-Oriented Learning in Environmental Change Materials
The issues of sustainability and environmental degradation require learning strategies that equip students with 21st-century knowledge, values, and skills. This study aims to analyze teachers' needs, the potential for implementing differentiated learning designs, understanding of ESD values, and schools' readiness to support its implementation. The study uses a qualitative descriptive method through a survey of 50 biology teachers from high schools in Semarang Regency, Semarang City, and Kendal. Data were collected through questionnaires, interviews, observations, and documentation, then analyzed using triangulation techniques in the form of data reduction, data presentation, and conclusion drawing and verification. The results showed that teachers had a high need for more effective and adaptive learning designs and viewed positively the potential application of differentiated learning in helping students understand environmental change material. In addition, teachers demonstrated a strong understanding of the importance of integrating ESD values into biology learning. The readiness of schools was also considered quite good, as evidenced by the availability of facilities and innovation spaces for teachers. Overall, the results of the study confirm that the implementation of ESD-oriented differentiated learning has great potential to be optimally applied because it is supported by teacher readiness, school support, and its relevance to the needs of contemporary biology learning.
Copyright (c) 2026 Teguh Prakoso, Endah Rita Sulistya Dewi , Muhammad Syaipul Hayat (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Teachers as Facilitators in Learning to Foster a Sense of Responsibility and Independence in Fourth-Grade Students at SD Muhammadiyah 4 Kandangsapi
Character education plays a vital role in shaping students who are not only academically excellent but also possess strong moral values and good character. This study aims to examine the role of teachers as facilitators in fostering a sense of responsibility and independence among fourth-grade students at SD Muhammadiyah 4 Kandangsapi, as well as to identify the challenges encountered in this process. This study employs a qualitative approach using a descriptive research design and a case study methodology. The research subjects include fourth-grade teachers, students, and the school principal, selected through purposive sampling. Data collection techniques included observation, interviews, and documentation. Data validity was tested through source triangulation and methodological triangulation, while data analysis utilized an interactive analysis model encompassing data reduction, data presentation, and the drawing of conclusions and verification. The results of the study indicate that the teacher’s role as a facilitator in fostering the character traits of responsibility and independence is carried out through the establishment of routine activities, the enforcement of classroom rules, providing students with opportunities for active participation, and guidance during the learning process. The character trait of responsibility is evident in students’ readiness to learn and their ability to complete tasks on time, while independence is reflected in their initiative to learn, self-confidence, and time management skills. However, there are still challenges such as differences in students’ abilities, reliance on teachers or peers, and a lack of parental support.
Copyright (c) 2026 Naila Rosyada, Arief Cahyo Utomo (Author) https://creativecommons.org/licenses/by-sa/4.0
Teachers' Understanding of Quality Reading Books in Brebes District Elementary Schools
Literacy plays a crucial role in enhancing students’ ability to comprehend information and develop critical thinking skills. Therefore, strengthening the literacy culture in schools requires the provision of quality reading materials that meet students’ needs and are appropriately selected by teachers. This study aims to analyze the level of elementary school teachers’ understanding of quality reading books in Brebes District and to examine differences based on gender and teaching experience. A descriptive quantitative approach was employed using a survey method involving 100 teachers selected through cluster sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, including score calculation and percentage distribution for each indicator. The findings indicate that most teachers demonstrate a good level of understanding of quality reading books. Female teachers show slightly higher levels of understanding compared to male teachers, while teachers with shorter teaching experience tend to have slightly better understanding than those with longer experience. It is recommended that future research expand the study area and include additional variables related to literacy practices to provide a more comprehensive understanding of teachers’ competencies in selecting quality reading materials.
Copyright (c) 2026 Sandra Asri Annisa, Moh. Farizqo Irvan (Author) https://creativecommons.org/licenses/by-sa/4.0
Profile of Mathematical Beliefs of State Junior High School 1 Palu Students in Solving Two-Variable Linear Equations: Viewed from Gender
This study describes the profile of mathematical beliefs of students at State Junior High School 1 Palu in solving two variable linear equations, viewed from masculine and feminine gender tendencies. A qualitative descriptive approach was employed, involving two Grade VIII students identified through the Bem Sex Role Inventory (BSRI) questionnaire as masculine (SM) and feminine (SF). Data were collected using written tests and semi-structured interviews based on Bandura’s self-efficacy framework, covering magnitude, strength, and generality dimensions. The findings show that SM demonstrated strong and positive mathematical beliefs, characterized by confidence in solving complex problems, persistence despite difficulties, and the ability to generalize prior knowledge to new contexts. In contrast, SF exhibited moderately positive beliefs, marked by optimism and commitment but requiring reinforcement in consistency, resilience, and procedural accuracy. These results highlight differences in mathematical beliefs based on gender tendencies and emphasize the importance of considering gender perspectives in mathematics learning. The study provides implications for teaching strategies that strengthen students’ confidence and problem-solving abilities.
Copyright (c) 2026 Zahratunnisa, Pathuddin, Fajriani, Mubarik (Author) https://creativecommons.org/licenses/by-sa/4.0
Profile of Students’ Mathematical Beliefs at State Junior High School 1 Palu in Solving Algebra Problems Viewed from Learning Styles
This study aims to describe the profile of students’ mathematical beliefs in solving algebra problems at state junior high school 1 Palu, viewed from their learning styles. Mathematics learning, particularly algebra, often faces obstacles due to its abstract symbolic nature, which affects students’ confidence. Self-efficacy, as part of mathematical belief, plays an important role in students’ persistence and strategies when solving problems. This research employed a qualitative approach with a descriptive design. Data were collected through a learning style questionnaire, written algebra tests, and semi-structured interviews. The analysis was conducted based on self-efficacy indicators, namely magnitude, strength, and generality. The results showed that students with a visual learning style had high self-efficacy, confidence in constructing equations, persistence in solving problems, and verification of answers. Students with an auditory learning style demonstrated low self-efficacy, doubts in algebraic manipulation, and lack of confidence in generalizing strategies. Meanwhile, students with a kinesthetic learning style exhibited high self-efficacy, confidence in representing variables, persistence in solving problems, and ability to recheck results. These findings emphasize that learning styles influence students’ mathematical beliefs, particularly self-efficacy, in algebra problem solving. The study concludes that aligning instructional strategies with students’ learning styles can strengthen self-efficacy and foster positive mathematical beliefs.
Copyright (c) 2026 Nurhidayah, Pathuddin, Fajriani, Mubarik (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Dispositional Mindfulness on the Mental Health of Children Facing the Law in LPKA Class II Palu
Children who are in conflict with the law (ABH) are a group of adolescents who are vulnerable to experiencing mental health problems due to psychological pressure, limited freedom, and social stigma during the coaching period. One of the psychological factors that can support mental health is dispositional mindfulness. This study aims to examine the influence of dispositional mindfulness on the mental health of children who are facing the law at the Palu Class II Special Children's Development Institution (LPKA). The method used is a quantitative approach with an ex-post facto design. The research subjects consisted of 24 fostered children who were selected through total sampling techniques. The research data was obtained using the Five Facet Mindfulness Questionnaire (FFMQ) and Mental Health Continuum-Short Form (MHC-SF) instruments, then analyzed using descriptive statistics and simple linear regression. The results showed that the level of dispositional mindfulness was in the high category and mental health conditions were in the high category. However, the results of the regression analysis showed that dispositional mindfulness did not have a significant effect on mental health (p = 0.899; R² = 0.001). These findings suggest that the mental health of children who face the law is more influenced by other factors such as social support and a coaching environment.
Copyright (c) 2026 Jusmawati, Dhevy Puswiartika, Munifah, Azam Arifyadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Religious Democratic Leadership Style of School Principals in Improving Education Quality at Madrasah Aliyah MBS Klaten
This study aims to describe the characteristics of religious democratic leadership, its implementation, and its impact on the quality of education at Muhammadiyah Islamic Senior High School MBS Klaten. This study employed a qualitative method, with data collection techniques including interviews, observations, and documentation involving the principal, teachers, and institutional staff. The data were then analyzed through data reduction, data presentation, and conclusion drawing and verification. The results showed that the madrasah principal applied a religious democratic leadership style, which was reflected in openness in deliberation, the involvement of teachers in decision-making, and spiritual exemplary behavior in the form of habitual worship, moral guidance, and the strengthening of religious culture in the madrasah environment. The application of this leadership style has a direct impact on improving teacher professionalism, learning effectiveness, student character development, and the overall quality of the institution. Thus, religious democratic leadership has been proven to contribute significantly to improving the quality of education at MA MBS Klaten.
Copyright (c) 2026 Yusriani Ni’am, Istanto (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of a Figural Creativity Assessment Instrument Based on Torrance Tests of Creative Thinking (TTCT) for Elementary School Students
This study aimed to develop a figural creativity assessment instrument based on the Torrance Tests of Creative Thinking (TTCT) for elementary school students and to examine its validity and reliability. The research employed a Research and Development approach using the 4D model, consisting of define, design, develop, and limited disseminate stages. The participants were elementary school students in Yogyakarta. A limited trial involved 16 students, while the field test involved 106 students. Data were collected using the developed figural creativity test, supported by expert validation sheets and student response questionnaires. Content validity was evaluated through expert judgment, internal validity was analyzed using Spearman rank correlation, and inter-rater reliability was examined using the Intraclass Correlation Coefficient (ICC). The results indicated that the instrument demonstrated high feasibility in psychological, linguistic, and instructional aspects. Internal validity analysis showed significant positive correlations among stimuli and creativity dimensions. Inter-rater reliability showed good agreement for fluency (ICC = 0.646), flexibility (ICC = 0.754), and elaboration (ICC = 0.779), while originality showed lower agreement (ICC = 0.194). Overall, the developed instrument is valid and reliable for assessing figural creativity in elementary school students, although further refinement of originality scoring procedures is recommended.
Copyright (c) 2026 Attar Mirza, Agung Hastomo, Firmansyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Teacher Recruitment and Selection Process as a Strategy for Strengthening Human Resources at Ash Shiddiiqi Integrated Islamic School
The quality of human resources (HR) of teachers is the main factor that determines the quality of education in a school. Teacher recruitment and selection is a strategic process to ensure that schools get competent educators, qualified both academically and character, and aligned with the institution's vision. This study aims to describe the teacher recruitment and selection process at the Ash Shiddiiqi Integrated Islamic School in Jambi City as a strategy for strengthening human resources. The research method uses a qualitative approach and case study method, data were collected through in-depth interviews, and documentation. The results show that a systematic teacher recruitment and selection process, consisting of planning and analyzing teacher needs, vacancy announcements through social media, administrative screening, academic tests, microteaching, Al-Qur'an tests, competency and moral or attitude interviews, and orientation or internship periods, can improve the quality of human resources (HR) and reduce the turnover rate or teacher turnover. Thus, structured teacher recruitment and selection plays an important role in strengthening human resources at the Ash Shiddiiqi Integrated Islamic School in Jambi City.
Copyright (c) 2026 Siti Roisah (Author) https://creativecommons.org/licenses/by-sa/4.0