Abstract:Vocational education requires teachers with optimal performance in order to produce graduates who are competent and prepared to face the demands of the workforce. Teacher performance is influenced by various factors, including…
luding principal leadership and teacher workload, both of which are directly related to the implementation of instructional duties and school administration. This study focuses on the influence of principal leadership on teacher performance, the influence of teacher workload on teacher performance, and the simultaneous influence of both variables on teacher performance at SMKN 1 Puloampel. The study employed a quantitative method with a descriptive survey approach involving 55 teachers selected through a total sampling technique. Data were collected through observation and questionnaire distribution using a Likert scale and were subsequently analyzed using the t-test and F-test with the assistance of IBM SPSS Statistics 24.0. The findings revealed that principal leadership did not have a positive and significant effect on teacher performance, whereas teacher workload had a positive and significant effect on teacher performance. Simultaneous testing further indicated that principal leadership and teacher workload collectively did not exert a significant effect on teacher performance. These findings demonstrate that teacher performance is more strongly influenced by internal factors such as professional competence, work motivation, teaching experience, and task management abilities. The novelty of this study lies in the finding that a proportionally organized teacher workload is capable of enhancing teachers’ discipline, responsibility, and work effectiveness, while principal leadership has not yet demonstrated a significant influence on teacher performance within the vocational school environment. This study contributes to the development of vocational education management through the strengthening of teacher professionalism and balanced workload management.
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: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: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.
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: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:Differentiated instruction is a pedagogical approach aimed at addressing the individual needs of students by adapting teaching strategies based on differences in ability, interests, and learning styles. This approach is…
increasingly relevant in the context of junior high schools, where classroom diversity necessitates more adaptive and inclusive teaching methods. This study aims to analyze the implementation of differentiated instruction in Social Studies subjects and assess its contribution to the quality of both the learning process and its outcomes. The method employed is a systematic literature review, identifying and analyzing scholarly articles obtained through the Publish or Perish software, which utilizes Google Scholar, focusing on publications from 2016 to 2025. The findings indicate that the application of differentiated instruction has a significantly positive impact on enhancing student engagement, academic achievement, the development of critical thinking skills, and a deeper understanding of concepts in Social Studies. This approach also succeeds in fostering an inclusive, adaptive, and participatory learning environment that encourages intrinsic motivation and boosts students’ self-confidence. The study emphasizes that the success of differentiated instruction heavily depends on teachers' ability to design and implement data-driven, responsive teaching strategies tailored to each student's needs. These findings are expected to serve as practical guidance for teachers in developing more effective instruction, enrich the academic discourse in the field of differentiated pedagogy, and contribute to the formulation of education policies that support diversity and equity in junior high school learning processes.
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.