Abstract:Twenty-first-century education requires students to possess critical thinking abilities and science process skills in order to respond to the advancement of science and technology and to solve problems scientifically and…
systematically. Empirical conditions in schools indicate that junior high school students’ critical thinking skills remain relatively low because science learning is still predominantly teacher-centered and insufficiently engages students in scientific investigation activities. This study aimed to determine the relationship between science process skills and the critical thinking skills of eighth-grade students at SMP Negeri Tindaret on the topic of the human excretory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through purposive sampling techniques. Data were collected using a critical thinking skills test and an observation sheet assessing science process skills. Data analysis was conducted using descriptive statistics and the Pearson Product-Moment correlation test. The findings revealed that students’ critical thinking skills obtained a mean score of 75.80, while science process skills achieved a mean score of 73.00, both categorized as fairly good to high. The correlation analysis produced a coefficient value of 0.732 with a significance level of 0.000, indicating a strong and significant positive relationship between science process skills and students’ critical thinking skills. The findings further demonstrated that students who actively engaged in observation, experimentation, data processing, and scientific communication exhibited better analytical abilities and conclusion-drawing skills. The novelty of this study lies in revealing the empirical relationship between science process skills and critical thinking skills specifically in the topic of the human excretory system at SMP Negeri Tindaret, as well as in providing recommendations for science learning based on scientific investigation to strengthen students’ higher-order thinking skills in the twenty-first century.
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 is motivated by the low level of senior high school students’ critical thinking skills in Biology learning in Indonesia and the urgent need for instructional innovations that effectively foster higher-order thinking…
thinking skills. The primary research problem lies in the inconsistency of findings from previous studies regarding the effectiveness of Project-Based Learning, thus necessitating a comprehensive analysis to obtain more robust and integrated conclusions. The study aims to examine the effect of Project-Based Learning on students’ critical thinking skills and to identify moderating factors influencing this effect through a meta-analysis of 27 relevant studies. The results indicate that Project-Based Learning has a significant impact, with a cumulative effect size of 0.98, categorized as large and consistent, supported by low heterogeneity (I² = 18.70%) and strong resistance to publication bias. The findings further reveal that critical thinking indicators serve as the most dominant moderating factor, while sample size and additional variables do not show significant influence, and the standalone model demonstrates slightly higher effectiveness than combined approaches. The conclusion affirms that Project-Based Learning is effective in enhancing critical thinking skills through contextual, active, and student-centered learning. The novelty of this study lies in the systematic integration of multiple studies through meta-analysis, producing strong empirical evidence, as well as the comprehensive identification of moderating factors that have been rarely explored, thereby contributing both theoretically and practically to evidence-based Biology education development.
Abstract:The paradigm shift in science education necessitates the development of critical thinking skills as a foundation for improving students’ problem-solving abilities; however, empirical conditions indicate that both competencies…
tencies remain low and have not been optimally developed. This study aims to examine the relationship between critical thinking skills and problem-solving abilities among eighth-grade students of SMP Negeri 2 Serui and to determine the degree of their empirical association. The study employed a quantitative approach with a correlational design, utilizing essay-based test instruments analyzed through simple linear regression. The findings reveal that students’ critical thinking and problem-solving abilities are in the low to moderate categories, with mean scores of 14.56 and 28.72, respectively. The linearity test indicates a significant relationship, while regression analysis produces the equation Y = 21.682 + 0.484X with a significance value of 0.009. The correlation coefficient of 0.487 indicates a moderate positive relationship, and the coefficient of determination of 23.7% shows that critical thinking contributes to problem-solving ability. The results confirm that improvements in critical thinking skills directly influence the enhancement of students’ problem-solving abilities, although other factors also contribute. The novelty of this study lies in the presentation of a quantitative relationship model that remains significant despite non-normally distributed data, as well as in establishing critical thinking as a significant yet partial predictor of problem-solving, thereby providing a foundation for developing more structured, contextual, and higher-order thinking-based instructional strategies.
Abstract:Research on leadership styles and the strengthening of school culture in Islamic schools has become increasingly significant in response to the growing demand for educational quality grounded in religious values. School…
principals play a strategic role in developing an adaptive, collaborative, and character-oriented organizational culture that supports students’ holistic development. This study focuses on publication trends, thematic cluster structures, and the tendencies of leadership style implementation in strengthening Islamic school culture based on bibliometric analysis. The study employed a descriptive quantitative approach using bibliometric analysis of 397 Scopus-indexed documents published between 2019-2025. Data collection was conducted using Publish or Perish, while data visualization analysis was performed using VOSviewer through keyword co-occurrence techniques. The findings reveal that school culture and distributed leadership emerged as the most dominant themes and occupied central positions within the bibliometric network. The shift in research paradigms indicates a transition from structural approaches toward participatory, collaborative, and contextual approaches in modern educational leadership. Another finding demonstrates that the concepts of Islamic school and Islamic leadership have not yet appeared prominently in international research networks, thereby indicating a significant research gap regarding the integration of Islamic values into school culture and educational leadership practices. This study concludes that the strengthening of school culture is influenced not only by the administrative capabilities of school principals, but also by their ability to foster collaboration, social relations, innovation, and the continuous internalization of moral values. The novelty of this research lies in the use of bibliometric analysis to systematically map the relationship between leadership styles and Islamic school culture, while also offering a perspective on integrating the values of amanah, shura, and exemplary conduct into modern collaborative leadership models.
Abstract:This study is motivated by changes in the education system due to the COVID-19 pandemic, which have led to the implementation of Limited Face-to-Face Learning (Pembelajaran Tatap Muka Terbatas/PTMT) in schools, thereby requiring…
equiring more adaptive and effective classroom management at SMAN 6 Sinjai. The research problem is how teachers’ classroom management strategies are implemented and the extent of their effectiveness in supporting the learning process under conditions of limited time, interaction, and facilities. This study aims to analyze the effectiveness of classroom management during PTMT using a descriptive qualitative approach through observation, interviews, and documentation. The findings indicate that classroom management is categorized as highly effective, with 85% of learning activities implemented as planned, 88% of teachers applying active learning strategies, and 90% of classroom arrangements complying with health protocols, resulting in a 40% reduction in classroom disturbances. Furthermore, 78% of students reported greater comfort in a conducive learning environment, while the utilization of sanitation facilities consistently reached 95%. Although 82% of teachers experienced an increased workload, learning stability was maintained through adaptive strategies and collaboration. The study concludes that the effectiveness of classroom management is determined by the integration of instructional planning, environmental management, and students’ psychosocial adaptation. The novelty of this study lies in the concept of crisis-based adaptive classroom management that simultaneously integrates pedagogical, health, and character-building dimensions, while emphasizing teachers’ dual roles as facilitators and risk managers in the PTMT context. These findings are expected to serve as a reference for developing classroom management practices in secondary schools during crisis and educational transition situations, as well as strengthening more responsive, flexible, and sustainable learning policies aimed at improving student learning outcomes in the current Indonesian educational context.
Abstract:This study aims to examine the effect of volleyball learning on students’ gross motor development, which constitutes a crucial aspect in supporting adolescents’ physical fitness and movement skills. The research problem…
lem arises from the low level of students’ gross motor abilities, as indicated by weak coordination, agility, balance, and muscle strength, resulting from limited structured physical activity and the dominance of conventional teaching approaches. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design to evaluate the effectiveness of systematically designed volleyball instruction. The findings reveal a significant improvement in the experimental group, with the mean score increasing from 64.28 to 78.45, while the control group showed only a modest increase from 63.91 to 68.12. Statistical analysis indicates a significant difference with a t-value of 6.214 and a significance level of 0.000, supported by an effect size of 1.28, which falls into the large category. These results confirm that volleyball-based learning is effective in enhancing overall gross motor skills through structured and varied movement activities. The novelty of this study lies in its comprehensive approach that integrates multiple motor components within a unified analytical framework, as well as the use of effect size to strengthen the practical significance of the findings. This study provides a meaningful contribution to the development of more innovative, interactive, and movement-based physical education learning models to optimize students’ motor development sustainably.
Abstract:The development of digital technology has transformed how elementary school children interact with information through the dominance of images, videos, and interactive media, while instructional practices remain largely…
text-based and verbal. The mismatch between children’s neurocognitive characteristics and text-based instructional design creates a pedagogical gap that may hinder memory retention, attention, and learning motivation. This study aims to analyze the urgency of visual-based learning and the impact of textual design incompatibility on student learning outcomes in the digital era. The study employs a systematic literature review approach by synthesizing findings from neuroscience, cognitive psychology, and multimedia learning theory relevant to elementary education. The results indicate that the visual system has a strong neurobiological foundation, supports faster information processing, enhances long-term retention, and strengthens the formation of conceptual mental models when integrated with verbal narration. The findings also reveal that digitalization without instructional design grounded in cognitive principles risks generating excessive cognitive load and the screen inferiority effect. The study concludes that adaptive visual integration based on multimedia principles and cognitive load management constitutes a fundamental strategy for improving the quality of elementary education. The novelty of this research lies in its integrative neuro-pedagogical approach, which systematically connects neuroscience findings, learning theories, and instructional design practices to reconstruct the paradigm of twenty-first-century learning.
Abstract:This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial…
cial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.
Abstract:Early childhood is frequently understood as a golden period of development; therefore, the formulation of learning goals becomes a crucial component that influences the direction of children’s behavior, motivation, and engagement…
engagement in the learning process. Problems arise when learning goals are predominantly formulated from an adult perspective, while the characteristics of children’s cognitive development are not fully taken into account, causing learning objectives to be difficult for children to understand and internalize. This study aims to examine the formation of learning goals for early childhood through the perspective of Jean Piaget’s cognitive development theory in order to obtain a conceptual understanding that is more aligned with children’s developmental stages. The research method employs a qualitative approach through a literature review of textbooks and national and international journal articles relevant to learning goals, cognitive development, and early childhood education, which are then analyzed descriptively through processes of identification, classification, and synthesis of theoretical concepts. The findings indicate that learning goals for early childhood tend to be concrete, short-term, contextual, and activity-oriented, and are not yet supported by mature self-regulation abilities. Based on Piaget’s framework, early childhood falls within the preoperational stage; therefore, understanding learning goals is highly dependent on direct experiences, play-based activities, simple symbols, and teacher guidance. The conclusion emphasizes that the design of learning goals must be consciously adjusted to children’s cognitive developmental stages so that learning objectives can be understood, meaningful, and optimally achieved. The novelty of this study lies in the conceptual integration of Piaget’s cognitive development theory with the practical formulation of learning goals in early childhood education as a theoretical–practical foundation for teachers.