Abstract:The development of digital technology has brought significant changes to Sunday School ministry and children’s faith education in the modern era. Children, as digital native generations, are increasingly connected to visual…
isual media, audiovisual content, and internet use, causing conventional learning methods to become less engaging and less effective in fostering active learner participation. This study aims to analyze Sunday School strategies in addressing the opportunities and challenges of digitalization, the utilization of digital media for children’s spiritual growth, and the roles of teachers, churches, and families in developing relevant and transformative spiritual learning. The research employed a qualitative approach with a library research design enriched through phenomenological analysis of digitalization practices in Sunday School ministry. Data were obtained through a review of literature on Christian educational theology, child pedagogy, digital literacy, and reflective observation of the use of Bible animation videos, social media, and online learning platforms. The findings indicate that the digitalization of Sunday School ministry through Bible animation videos, YouTube, Zoom, Google Meet, and Christian learning applications enhances children’s interest, participation, and understanding of God’s Word through learning experiences that are more interactive, communicative, and contextual. The challenges of digitalization are reflected in gadget-related distractions, digital dependency, reduced learning concentration, and unequal access to technology among certain families. The study concludes that the success of digital Sunday School requires the integration of technology, teacher competence, parental guidance, digital literacy, and continuous spiritual formation. The novelty of this study lies in the development of a digital Sunday School ministry model that integrates technological media, pedagogical strategies, family supervision, and children’s spiritual formation in a holistic manner, thereby ensuring that church ministry remains adaptive, inclusive, and centered on children’s faith development in the digital era.
Abstract:The low level of agility among elementary school students has become an important issue in Physical Education, Sports, and Health (PJOK) learning, particularly due to the limited variation in instructional methods and the…
e decline in students’ physical activity in the digital era. This condition causes students to be less physically active, resulting in underdeveloped abilities in changing direction, body coordination, and movement balance. This study aimed to determine the effect of the traditional Galah Asin game on improving the agility of fifth-grade students at SD Swasta Advent Barusjulu. The research employed a quantitative approach using a quasi-experimental method with a One-Group Pretest–Posttest Design. The research sample consisted of 37 students selected through the total sampling technique. Data were collected using a 4x10 meter shuttle run test to measure students’ agility levels before and after the treatment. The findings revealed that the average pretest score of 25.63 seconds decreased to 22.41 seconds in the posttest, indicating an improvement difference of 3.22 seconds. The paired sample t-test results showed that the calculated t-value of 9.87 was greater than the t-table value of 2.045 with a significance level of p < 0.000, indicating that the traditional Galah Asin game had a significant effect on improving students’ agility. The game was proven to enhance agility skills, active participation, learning motivation, and students’ social interaction during PJOK learning activities. The novelty of this study lies in the utilization of the traditional Galah Asin game as a local culture-based PJOK learning strategy that not only improves students’ agility but also supports cultural preservation and strengthens elementary school students’ physical activity in the modern era.
Abstract:This study aims to comprehensively analyze the capacity of educational institution leaders in managing institutional problem-solving processes through a qualitative literature review approach that focuses on integrating…
theoretical concepts and contemporary educational leadership practices. The study highlights critical stages of leadership, including problem identification and diagnosis, the design of contextually relevant solution strategies, the implementation of adaptive actions, and reflection-based evaluation to ensure continuous improvement. The synthesis of the literature reveals that successful problem-solving is significantly influenced by leaders’ ability to integrate transformational, instructional, and adaptive leadership styles that foster collective participation, professional collaboration, and the establishment of a progressive learning culture. Effective leadership is characterized by reflective capacity, data-driven decision-making, and the ability to create a supportive work climate for innovation and change. Conversely, recurring challenges include limited resources, resistance to transformation, misaligned external policies, and administrative burdens that constrain managerial flexibility. Based on these findings, this study emphasizes the importance of developing context-based leadership models that position problem-solving as a core competency through enhanced data literacy, emotional intelligence, and continuous reflective learning. The main contribution of this article lies in strengthening the theoretical foundation of 21st-century educational leadership and providing practical recommendations for school leaders, policymakers, and leadership training developers to build resilient, adaptive, and continuously improving educational organizations.
Abstract:The development of adaptive and multisensorial learning media is a critical aspect in supporting the success of inclusive education, particularly for visually impaired students who face challenges in comprehending abstract…
ct concepts in science subjects. These limitations necessitate innovative learning media capable of optimizing information processing through alternative sensory modalities, namely auditory and tactile. Audio-tactile media represents an innovation that simultaneously integrates sound and touch stimulation to facilitate multisensorial conceptual understanding and enhance the cognitive construction of visually impaired students. This study employs a qualitative descriptive approach utilizing observation, in-depth interviews, and documentation techniques to evaluate the effectiveness of audio-tactile media in the context of science learning within inclusive classrooms. The results indicate that audio-tactile media significantly improves conceptual understanding, learning motivation, and active participation among visually impaired students. Additionally, this media strengthens social interaction among students and supports teachers in delivering material inclusively and responsively to individual learner needs. The novelty of this research lies in the application of learning media that combines two sensory modalities as an innovative pedagogical strategy to overcome cognitive barriers caused by visual impairment, while simultaneously enriching the multisensorial learning experience. These findings contribute significantly to the development of an adaptive, inclusive, and equitable science learning model for students with special needs. Accordingly, audio-tactile media is recommended as an effective alternative to create an inclusive and high-quality learning environment.
Abstract:An inclusive education structure that prioritizes equitable access and participation without discrimination, gifted and talented children (GTC) are often overlooked by the system due to the dominance of a homogenized curriculum…
riculum not designed to address their unique needs. GTC possess complex learning profiles, characterized by high intellectual capacity, rapid knowledge acquisition, and intense interests and creativity that exceed the average. The mismatch between conventional teaching approaches and the distinctive needs of GTC in inclusive environments creates serious pedagogical challenges, notably the hindered realization of their full potential. This article aims to critically examine the effectiveness of differentiated instruction as an adaptive curriculum strategy in addressing the diverse needs of GTC within inclusive classrooms. Through a systematic literature review, the differentiation approach is analyzed within the framework of modifying content, process, and product of learning based on students' readiness, interests, and cognitive profiles. The findings indicate that the implementation of differentiation significantly enhances intrinsic motivation, active engagement, and academic achievement of GTC, while maintaining social cohesion in the classroom. Differentiated instruction also contributes to the creation of an inclusive, dynamic, and pedagogically equitable learning environment. The novelty of this study lies in the conceptual integration of differentiation principles with inclusive practices as a foundation for curriculum design that emphasizes individual excellence and appreciation of diversity. These findings offer substantive contributions to the development of a more transformative and responsive pedagogical paradigm, while also providing both theoretical and practical foundations for educators in designing curriculum interventions that empower all learners, including those with exceptional capacities.
Abstract:Inclusive education is a global mandate that emphasizes the importance of providing education that ensures access, participation, and learning success for all students, including children with special needs (CSN). In this…
s context, children with mild intellectual disabilities present unique challenges, particularly related to limitations in cognitive aspects, social adaptation, and self-regulation. The main issue addressed in this study is how structured individual learning strategies can be effectively implemented to support the achievement of competencies for students with mild intellectual disabilities in inclusive elementary school settings. The aim of this research is to conduct a theoretical review of the effectiveness of the Individualized Education Program (IEP) as a pedagogical approach based on individual needs, responsive to the unique characteristics of learners. The method used is a systematic literature review with a qualitative-descriptive approach through the examination of scientific publications, academic books, and national policies related to inclusive education and differentiated learning services. The analysis results show that the IEP plays a strategic role in optimally accommodating the learning needs of students with mild intellectual disabilities, emphasizing flexible planning, realistic goals, and progress-oriented evaluation. The effectiveness of the IEP increases significantly when it is designed through cross-professional collaboration among general education teachers, special education teachers, and parents. The conclusion of this study affirms that the implementation of IEP not only strengthens the pedagogical dimension of inclusive education but also promotes a paradigm shift towards more adaptive and humanistic education. The novelty of this study lies in the conceptual integration and practical implementation of the IEP for students with mild intellectual disabilities in elementary schools, which remains limited within the scope of national research.
Abstract:Social Studies is often perceived by students as a less engaging subject, partly due to the dominance of lecture-based teaching methods that offer minimal contextual learning experiences. The low level of active student…
participation in the learning process impacts their conceptual understanding and critical thinking skills. This study aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) strategy in improving students’ conceptual understanding in Social Studies through a literature review of various recent research findings and scholarly publications. CTL, as a learning approach that emphasizes the connection between subject matter and students’ real-life contexts, is believed to address these pedagogical challenges. Analysis of the literature sources shows that the consistent implementation of CTL positively contributes to enhancing student engagement, learning outcomes, and the development of critical and analytical thinking skills. Learning that is linked to concrete social experiences encourages students to actively construct meaning, understand interconceptual relationships, and apply knowledge meaningfully in daily life. The conclusion of this review affirms that the CTL strategy is effective in creating a more interactive, meaningful, and deeply comprehensible Social Studies learning process. The novelty of this research lies in its comprehensive synthesis of previous findings, demonstrating that CTL is not only relevant as an innovative teaching method but also holds potential as a systematic approach to pedagogical transformation in Social Studies education at the elementary and secondary levels.
Abstract:The phenomenon of escalating anime consumption as a form of entertainment among junior high school students (Sekolah Menengah Pertama, SMP) generates an imperative to comprehend its psychological and educational ramifications,…
tions, particularly concerning learning motivation. This study employs a systematic literature review methodology to analyze the correlation between anime exposure and the learning motivation levels of SMP students, with a particular focus on both intrinsic and extrinsic motivational dimensions. The synthesized literature reveals that anime, through its narrative complexity, visual quality, and motivational character portrayal, functions as a stimulus capable of enhancing intrinsic motivation by instilling ethical values and achievement-oriented zeal, as well as facilitating extrinsic motivation via social recognition incentives and identity aspirations. This augmentation in motivation contributes positively to increased concentration, active participation, and learning perseverance. Nonetheless, findings also indicate potential risks of diminished learning efficacy attributable to disproportionate time allocation towards excessive anime viewing, which may adversely impact academic performance. The contribution of this research lies in the integration of motivational theory (intrinsic and extrinsic) with media effects theory within the context of anime genres—particularly the action genre—to explicate the dynamics of media influence on cognitive, affective, and behavioral learning facets. Overall, the study concludes that the influence of anime consumption on junior high school students’ learning motivation is dualistic in nature; anime can serve as a facilitative medium for learning motivation when consumed in a controlled manner. Therefore, time management and content comprehension emerge as critical factors in optimizing the educational benefits of anime consumption without eliciting detrimental consequences on academic achievement.
Abstract:This study aims to develop an interactive learning medium based on fundamental basketball techniques and to evaluate its effectiveness in enhancing students' active participation in physical education at the junior high…
school level. The research employed a Research and Development (R&D) approach, modifying the Borg and Gall model into nine systematic development stages, including needs analysis, design, validation, and field testing. The research subjects consisted of 30 seventh-grade students for the limited trial and 60 students for the field trial. Validation by subject matter and media experts yielded an average score of 87%, indicating that the media is highly feasible. The limited trial results showed increased student participation across three learning domains: affective (72%), cognitive (68%), and psychomotor (70%). The subsequent field trial confirmed these findings, with an average active participation score of 81%, categorized as excellent. Additionally, quantitative data from questionnaires indicated positive responses from both students and teachers, with an average score of 85%, while qualitative data from observations and interviews revealed that the media significantly improved student motivation, engagement, and conceptual understanding. The results conclude that the developed interactive learning media is content-valid, practical for implementation, and effective in enhancing students’ active participation. These findings offer empirical contributions to the development of innovative, contextual, and applicable learning media in physical education and support the reinforcement of active participation-based pedagogy at the basic education level.
Abstract:The shift in educational paradigms driven by advancements in digital technology has had a significant impact on Social Studies (IPS) learning at the Junior High School (SMP) level. This study aims to examine how digital…
technology can enhance student interest and engagement in IPS learning through a literature review approach. This study includes scientific articles published between 2023 and 2025 as primary references. The research findings indicate that the use of digital technology, such as flipped classroom models, interactive learning materials, and digital platforms, can encourage increased motivation and participation among students in IPS learning. However, the success of implementing this technology is highly influenced by several factors, including infrastructure readiness, teachers' competencies in integrating technology, and equitable access to technology. Adequate infrastructure readiness and teachers' ability to effectively utilize technology are key factors in creating engaging and meaningful learning experiences. Additionally, ensuring equitable access to technology for all students is crucial to ensure that every student can benefit from technology in learning. Based on these findings, this study recommends the development of continuous training programs for teachers to enhance their digital competencies and emphasizes the importance of implementing innovative teaching methods that can fully leverage the potential of technology. On the other hand, strengthening technology-based educational policies is also necessary to ensure that the implementation of technology in learning can be optimal and equitable. With the proper use of digital technology, IPS learning at the Junior High School level can become more engaging, interactive, and effective, thus supporting the overall improvement of education quality.