Global Synthesis in Education Journal (GSE-journal) is an innovative and interdisciplinary publication that showcases original research and writing on education to a global audience of educational researchers. As a premier source of scholarly understanding of the field of education, GSE-journal plays a pivotal role in facilitating the transfer of knowledge, values, and skills from one generation to the next. By providing a platform for the dissemination of innovative methods and contents of evaluation and research in education, GSE-journal empowers teachers, administrators, and research workers to enhance the quality of education for learners around the world. With a broad scope that encompasses a diverse range of topics, GSE-journal is committed to advancing the field of education by exploring new frontiers in child development, curriculum design, reading comprehension, philosophies of education, and educational approaches. Through its interdisciplinary approach, GSE-journal fosters collaboration between researchers and practitioners, encouraging the exchange of ideas and the development of best practices. As a leading publication in the field of education, GSE-journal is dedicated to promoting a deeper understanding of the complex issues facing educators today. By offering a forum for the exchange of ideas and the dissemination of cutting-edge research, GSE-journal serves as a catalyst for change in the field of education. Its innovative and thought-provoking articles challenge traditional assumptions and push the boundaries of knowledge in the field, making it an essential resource for anyone interested in the future of education. Whether you are a researcher, educator, or student, GSE-journal offers a wealth of insights and resources that will inspire and inform your work.
Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability
This study aims to design and evaluate the impact of individual learning modifications on the self-efficacy of students with mental disabilities at SDN Semper Barat 07. The research was conducted using a quasi-experimental pretest–posttest design involving 12 students identified with mild to moderate cognitive disabilities. Learning modifications were developed through needs assessment, teacher consultation, and adaptation of instructional materials, focusing on pacing adjustments, visual supports, and simplified task structures. Self-efficacy was measured using an adapted scale validated for primary-level special education contexts. Data were collected before and after an eight-week intervention and analyzed using paired sample t-tests, supported by qualitative classroom observations. The results showed a statistically significant increase in students' self-efficacy scores (p < 0.05) with notable improvements in confidence, task persistence, and willingness to participate in class activities. Qualitative findings indicated that the modifications enhanced engagement and reduced learning anxiety. These results suggest that individualized learning modifications can be an effective approach to strengthening self-efficacy among students with mental disabilities in inclusive primary school settings. With such strategies, educators can foster more equitable participation and academic growth, supporting inclusive education goals in Indonesia.
Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
CHALLENGES AFFECTING TEACHERS’ COMPETENCY IN IMPLEMENTING THE 21ST-CENTURY CURRICULUM IN SECONDARY SCHOOLS IN SOUTH-WEST NIGERIA
This study aimed to explore the challenges impacting teachers' competency in implementing the 21st-century curriculum in secondary schools across South-West Nigeria. A descriptive cross-sectional survey design was utilized, with the target population consisting of secondary school teachers from the six South-West states: Ondo, Oyo, Osun, Ekiti, Lagos, and Ogun. A total of 860 teachers were selected using a multistage sampling technique to ensure representation. Data were collected through a 15-item questionnaire developed by the researcher, titled "Teachers' Competency for the Implementation of the 21st-Century Curriculum among Secondary Schools in South-West Nigeria." The questionnaire was validated for content and face validity by measurement and evaluation experts at Ekiti State University. Reliability was assessed using the test-retest method, with a reliability coefficient calculated using Pearson's Product Moment Correlation Coefficient (PPMCC) at the 0.05 significance level. The questionnaire was distributed to teachers in their respective schools with support from research assistants. Data analysis included percentages, frequency counts, and mean scores for research questions, with an independent t-test employed to test hypotheses at the 0.05 level. Key findings indicated that significant barriers to teacher competency included inadequate human and material resources, insufficient commitment, a lack of mastery of the curriculum, limited government support and funding, poor supervision, and inadequate time to manage heavy workloads. The study recommends increased government funding, enhanced teacher training programs, improved supervision systems, and better resource allocation to boost teacher competency in applying the 21st-century curriculum
Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development
The integration of corpus-based analysis with Content and Language Integrated Learning (CLIL) offers a promising pedagogical framework to enhance online language proficiency development. Against the backdrop of increasing globalization and the need for effective language and content instruction, this study investigates the potential of merging these two methodologies to address gaps in traditional language education. The objective is to explore how corpus-based tools can enhance CLIL curricula by providing authentic, subject-specific language inputs and fostering critical thinking, cultural awareness, and learner autonomy. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Quantitative analysis involved pre-tests and post-tests of vocabulary acquisition, grammar accuracy, and subject-specific terminology comprehension for experimental and control groups. The experimental group utilized corpus-based CLIL tools, while the control group followed traditional CLIL methods. Qualitative data were gathered through surveys, interviews, and case studies to capture learner and educator experiences, engagement, and usability of the proposed approach. Findings revealed that the experimental group demonstrated significantly greater improvements in language proficiency, with 80%-100% gains across metrics compared to 30%-50% gains in the control group. Qualitative
ELT, Language Development, Online Learning, Integrated Learning
Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting"
This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further research.
Artificial Intelligence in Vocational Education: Perspectives and Practices from a Literature Study
The article presents a literature study synthesizing global perspectives and practices of artificial intelligence (AI) integration in vocational education. It systematically searches Scopus, ERIC, and related databases for publications from 2015 to 2025, yielding 76 peer-reviewed articles. The study employs thematic coding to analyze conceptual foundations, pedagogical approaches, and institutional frameworks. Findings reveal three primary perspectives on AI's role: pedagogical, technological, and organizational. Documented practices such as AI-powered simulators, adaptive learning platforms, and predictive assessment tools. Results demonstrate that AI integration enhances skill acquisition, learner engagement, and personalized instruction while necessitating robust infrastructure and faculty development. The article contributes to vocational education scholarship by mapping current research trends, identifying gaps, and offering actionable recommendations for educators, curriculum designers, and policymakers
The Efficacy of Flipped Classroom Models in Improving Student Engagement and Achievement: A Meta-Analysis
The educational landscape continues to evolve in response to shifting student needs and technological advancements. The flipped classroom model has garnered significant attention as a potentially transformative approach to teaching and learning, yet inconsistencies in research findings necessitate a systematic analysis of its effectiveness. This meta-analysis aimed to quantify the effectiveness of flipped classroom approaches on student engagement and academic achievement, identify key moderating variables, and develop evidence-based implementation recommendations. A comprehensive meta-analysis of 172 studies published between 2010-2024 was conducted, employing rigorous inclusion criteria and standardized coding procedures. Random effects models were used to calculate aggregate effect sizes and conduct moderator analyses to examine variables influencing effectiveness. The results of this meta-analysis indicate that flipped classroom approaches demonstrate a medium positive effect on student engagement (g = 0.57) and a small-to-medium effect on academic achievement (g = 0.42). Behavioral engagement (g = 0.63) and cognitive engagement (g = 0.59) showed stronger effects than emotional engagement (g = 0.48). Effectiveness varied by subject domain, with stronger effects in STEM (g = 0.49) and professional disciplines (g = 0.46). An inverse relationship emerged between educational level and effect size, with primary education showing the strongest effects (g = 0.58). Implementation duration (r = 0.42) and quality significantly moderated outcomes, with high-quality implementations demonstrating substantially stronger effects than low-quality implementations. This research resolves inconsistencies in current literature by systematically quantifying effectiveness across contexts and identifying influential moderating variables, providing educational stakeholders with evidence-based implementation guidance. The findings of this meta-analysis indicate that flipped classroom approaches consistently enhance student engagement and achievement across educational contexts. Implementation effectiveness is significantly influenced by educational level, subject domain, implementation duration, and quality. Educational stakeholders should prioritize comprehensive implementation planning and sustained support to maximize effectiveness, particularly in primary and secondary education settings.
Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Clo3D Software on Sustainable Fashion Practices: A Comprehensive Literature Analysis
The fashion industry is increasingly turning to digitalization to address the pressing challenges of sustainability. This comprehensive literature analysis explores the influence of Clo3D software on sustainable fashion practices, focusing on its environmental, social, and economic impacts. Clo3D, a 3D garment visualization tool, has been adopted by designers and manufacturers to reduce waste, improve design efficiency, and enhance resource management. A systematic literature review examined studies highlighting the application of Clo3D in sustainable fashion initiatives. The results reveal that Clo3D significantly contributes to environmental sustainability by reducing fabric waste and enabling more precise production processes. Additionally, the software promotes social sustainability by fostering inclusivity and transparency in design and production workflows. From an economic standpoint, Clo3D aids in reducing costs and accelerating time-to-market for sustainable fashion products. However, challenges such as accessibility and the learning curve for new users remain barriers to its widespread adoption. This review underscores the transformative potential of digital tools like Clo3D in advancing sustainability within the fashion industry. It suggests avenues for future research to explore the integration of digital technologies in sustainable fashion practices further
Cultural Competency Development in Pre-Service Teachers: A Transformative Learning Experience Mode
The cultural competency has emerged as a critical component in teacher preparation, addressing the challenges of increasingly diverse educational landscapes. Despite its recognized importance, there remains a significant gap in standardized approaches to developing cultural competence among pre-service teachers. This study aimed to investigate the transformative potential of cultural competency development among pre-service teachers through a comprehensive mixed-methods approach, seeking to explore how structured interventions can enhance educators' ability to recognize, understand, and respond to cultural nuances in classroom settings. Employing a mixed-methods sequential explanatory design, the study involved 120-150 pre-service teachers selected through purposive sampling. The research utilized multiple data collection instruments, including pre- and post-intervention surveys, reflective interviews, journals, and observational field notes. The intervention combined reflective practices, critical dialogue, and experiential learning experiences. Previous research lacked a comprehensive framework for cultivating cultural competency that simultaneously addresses cognitive, emotional, and practical dimensions of cultural understanding. The study offers a transformative model for teacher preparation, positioning cultural competency as a fundamental cornerstone of effective, equitable education. The research revealed remarkable improvements across three critical dimensions: Cognitive Awareness (78.3% enhancement), Affective Responsiveness (90.5% improvement), and Behavioral Adaptability (77.3% progression). Overall cultural competency demonstrated an 81.8% statistically significant improvement. The research illuminates cultural competency as a dynamic, continuous process of learning and growth. It challenges traditional educational paradigms by providing a holistic approach to preparing educators who are genuinely responsive to diverse cultural contexts, ultimately contributing to a more inclusive and equitable educational landscape
Culture Adventure Games: Exploring Natural Science through Local Wisdom
The purpose of this study is to develop a natural science learning game oriented towards local Papuan culture for grade IV elementary school students that is feasible and effective. This research uses a qualitative approach with R&D (Research and Development) research methods with the Lee & Owen development model. The results of the formative evaluation showed an average feasibility test of material experts, learning design experts, and media experts of 3.94 with good conclusions, one-to-one evaluations with students obtaining an average of 3.05 with good conclusions, small group evaluations obtaining an average of 3.43 with very good conclusions, and field trial evaluations obtained an average score of 3.61 with a very good conclusion, so it was concluded that the science learning game oriented towards local Papuan culture for grade IV elementary school students was very good. Test the effectiveness of science learning game development oriented to local Papuan culture, tested through a t-test. The results show a Sig. (2-tailed) value of 0.000 < 0.05, so there is a significant difference between science learning outcomes in pretest and posttest data, and it can be concluded that science learning games oriented towards local Papuan culture are effective in improving the learning outcomes of grade IV elementary school students.
Neurodiversity in Classroom Dynamics: Inclusive Pedagogical Frameworks for Neurodivergent Student Engagement
The increasing recognition of neurodiversity in educational settings has catalyzed a transformative shift in pedagogical approaches, challenging traditional deficit-focused models and advocating for inclusive frameworks that cater to diverse cognitive profiles. With approximately 20% of children in the United States identified as neurodivergent, including conditions such as autism, ADHD, and Tourette's syndrome, there is a critical need to develop nuanced educational strategies that accommodate and celebrate cognitive diversity. The research objectives were twofold: (1) to investigate how inclusive pedagogical frameworks can effectively support the diverse learning needs of neurodivergent students, and (2) to explore systemic strategies that educational institutions can adopt to create supportive, adaptive learning environments. This study employed a comprehensive mixed-methods approach, integrating quantitative surveys, assessments, and qualitative interviews to capture both measurable outcomes and personal narratives. The research identified a significant gap in understanding how targeted interventions can be effectively tailored to meet the diverse needs of neurodivergent individuals. Key findings revealed a robust correlation coefficient of 0.826, indicating a strong positive relationship between inclusive teaching approaches and student success. The R-squared value of 0.683 suggests that 68.3% of the variance in student success can be explained by adaptive teaching methodologies. The study highlights the importance of recognizing neurodiversity as a natural variation in human cognition, emphasizing the need for systemic changes in pedagogical practices, teacher training, and policy implementation. By prioritizing individualized approaches and embracing a strengths-based perspective, educational institutions can cultivate environments that not only accommodate but celebrate the diverse ways neurodivergent students engage with learning. Ultimately, this research contributes practical insights to transform educational practices, foster inclusivity, and support the holistic development of neurodivergent learners.
Developing a Social‑Media-Based Manufacturing Engineering Drawing Teaching Module to Improve Students’ Skills
The increasing integration of technology in education has brought forth innovative ways to enhance the learning of complex skills. This study explores the development of a social-media-based teaching module for manufacturing engineering drawing aimed at improving students’ technical skills dynamically and engagingly. The research follows a design-based approach, utilizing the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to create a modular curriculum delivered through a social media platform (Instagram and YouTube). The study evaluates the effectiveness of this module by conducting a quasi-experimental pre-post test with 120 engineering students from a Vocational High School. Data were analyzed using paired-sample t-tests and qualitative thematic analysis to assess skill improvement and student engagement. Results indicate a statistically significant improvement in students’ manufacturing drawing skills, with an average skill gain of 15% (p < 0.001). Qualitative findings highlight the positive impact of social media on peer collaboration, real-time feedback, and increased engagement. The module’s design was validated through expert reviews, achieving a content validity index (CVI) of 0.88. The findings suggest that social media can provide an effective and scalable platform for teaching technical subjects, facilitating enhanced interaction and knowledge retention. This study contributes to the literature on technology-enhanced learning and offers practical recommendations for educators seeking to incorporate social media into manufacturing engineering curricula.
The Influence of Organization Culture, Job Satisfaction, and Work Involvement on Employees’ Organizational Commitment at Sorong Satte Polytechnic
This study aims to investigate the impact of organizational culture and organizational commitment on employee performance, as measured by job satisfaction, at Sorong State Polytechnic. This study is quantitative. The population in this study was all employees at Sorong State Polytechnic. The sampling technique employed was a saturated sample, comprising 179 individuals. The data collection technique used a questionnaire that had been tested for validity and reliability. The data analysis technique used was SEM AMOS. The results of this study indicate that: (1) there is a positive influence of organizational culture on employee job satisfaction, (2) there is a positive influence of organizational commitment on employee job satisfaction, (3) there is a positive influence of organizational culture on employee performance, (4) there is a positive influence of organizational commitment on employee performance, (5) there is an influence of job satisfaction on employee performance.
Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication
This research scrutinizes the correlation between social media usage intensity and literacy skills among 397 high school and vocational students in Indonesia, focusing on learning, entertainment, and communication. Utilizing a descriptive quantitative approach, the study categorizes social media usage. It evaluates literacy skills, revealing a significant correlation between learning and communication but no impact on entertainment. The confirmed homoskedasticity of the regression model strengthens the findings. This suggests implications for educational strategies and advances our understanding of how social media affects literacy. Future studies should broaden samples, consider diverse demographics, and employ comprehensive designs for nuanced findings—tailored interventions to enhance social media usage and support literacy warrant further exploration.
The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education
Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.
ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL
The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.
Technology, Youtube Videos, Learn English.
Utilizing Digital Technology to Improve English Language Skills of the Vocational Students
In the globalized era, proficiency in English is crucial for vocational school graduates to succeed in the workforce. Despite this necessity, many vocational students struggle with inadequate English skills due to limited access to quality materials, lack of motivation, and unengaging learning methods. This study aims to explore how digital technology can enhance English language learning among vocational students, making it more effective, interesting, and accessible. A qualitative research approach was employed, involving observations, focus groups, and semi-structured interviews with English teachers. The data was analyzed thematically to identify key trends and insights. The integration of digital technology, such as language learning apps (Duolingo, Babbel) and e-learning platforms (Google Classroom, Moodle), significantly improves English language skills among vocational students. Key benefits include increased access to learning materials, more engaging and interactive learning experiences, and enhanced motivation. Furthermore, digital tools facilitate personalized learning and provide immediate feedback, which helps students improve their language skills more efficiently. The study identified several challenges, including limited access to digital devices and the internet, and varying levels of technological proficiency among students and teachers. These challenges necessitate improved infrastructure and additional training to maximize the benefits of digital technology in education. Digital technology plays a pivotal role in transforming English language learning in vocational schools. Despite challenges, its benefits in improving language skills, increasing student engagement, and preparing students for the global workforce are substantial. Schools should continue investing in digital resources and training to ensure all students can leverage these tools effectively
Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms
In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods research design was employed, combining a quantitative pre-test and post-test experimental approach with qualitative interviews and focus group discussions. The quantitative phase of the study involved assessing writing performance in two groups: one experimental group that received culturally-responsive instruction and one control group that followed traditional teaching methods. Writing samples were evaluated using standardized rubrics to measure key competencies such as content, organization, grammar, and critical thinking. The qualitative phase gathered insights into students' perceptions, motivation, and engagement through thematic analysis of interviews and focus group discussions. The results demonstrated significant improvements in the experimental group's writing performance, with notable gains in grammar (+40.9%), critical thinking (+41.7%), and vocabulary (+35.3%). Students reported higher engagement, confidence, and personal connection to writing tasks. Teachers observed improved participation and deeper critical analysis in student writing. However, challenges such as balancing curriculum demands and limited institutional support were highlighted. Overall, the findings underscore the transformative potential of culturally-responsive instruction in improving writing outcomes, fostering cultural appreciation, and creating inclusive learning environments. This study contributes to the growing body of evidence advocating for educational equity and culturally-responsive practices in EFL classrooms.
Culturally-responsive writing instruction
Investigating Students’ Perceptions of AI-Powered Language Learning Tools in Academic Writing
This study examines the perceptions of English as a Foreign Language (EFL) students regarding AI-powered language learning tools for academic writing. Academic writing is crucial for Indonesian EFL students, who often struggle with grammar, vocabulary, organization, and coherence. The rise of AI tools offers a promising solution, providing personalized learning and automated feedback to enhance writing skills. Understanding student perceptions is therefore vital to assess the effectiveness and improve these tools. This research identifies the perceived benefits and drawbacks among students in the English Education Study Program at Ahmad Dahlan University. Employing a qualitative method, the study gathered data through semi-structured interviews with six fourteenth-semester students, and documentation. Using thematic data analysis, focusing on understanding the unique meanings from the participants' perspectives. Findings reveal mostly positive perceptions, with students citing ease of use, improved writing quality, and time efficiency as key benefits. AI tools offer immediate feedback, enabling students to correct errors and refine their language skills independently. However, the study also highlights the critical need for digital literacy to evaluate AI-generated suggestions, as the accuracy of feedback can vary. Concerns included potential technology dependence, AI failures in complex academic contexts, and the need for developers to improve algorithms for contextual relevance. In conclusion, AI-powered tools can significantly enhance academic writing when used thoughtfully, provided they are supported by strong digital literacy and faculty guidance, thereby maintaining human cognitive engagement. This encourages adaptive learning environments and opens avenues for future AI development research
Teacher Competency Training as a Form of Best Practice for Promoting Teacher's Professional Development
Training is needed to help teachers to improve their competence. This is important because teachers are the core role in the world of education and as a determinant of the future of the nation's children. The state also provides an obligation for teachers to have certain competencies as a condition of the profession. This study aims to find out the training has been held at school as a form of best practice for teacher's professional development, then to reveal how the training affects teachers. This research is descriptive research with a qualitative approach. The research subject is one of the teachers of SD Muhammadiyah Ambarbinangun. Researchers used interviews to collect data. The instrument used was an interview guideline adapted from previous research. The data analysis technique used in this research is qualitative data analysis, namely data reduction, data visualization, and conclusion drawing/verification. There are several trainings that have been sought by the school, namely training aimed at improving pedagogic and personality competencies. This training is quite influential for teachers because several learning objectives are achieved after attending this training, such as increased student grades, more intense communication between teachers and students, more interesting learning in the classroom
ANALYZING THE IMPACT: EMERGING CLASSROOM TECHNOLOGIES AND THE EVIDENCE ON LEARNING
This paper aimed to analyze the multifaceted impact of modern technological integration in education on pedagogy, learning processes and outcomes. A detailed literature review was conducted examining key developments in educational technologies over the past two decades including online learning platforms, 1:1 device initiative, and adaptive learning software. Impacts were analyzed using existing evidence from multiple systematic reviews and meta-analyses on learning analytics, engagement, student achievement and teaching practices. The integration of technology in classrooms was found to enable more self-directed, personalized learning approaches leading to significant gains in core skills. However, uneven access to technology and issues around data privacy were also highlighted. Benefits were maximized when technologies supplemented rather than substituted teachers. With astute policy and teacher training, classroom technology presents transformative opportunities to improve access, equity, achievement and prepare students with vital future-oriented skills. However, care must be taken to continually address ethical issues around privacy, screen time, and digital divides. Understanding both opportunities and pitfalls will be key as education systems leverage technologies effectively to enhance learning on a global scale in coming decades
Technology, education, school, impact of technological
Mentorship Program Effectiveness in Early-Career Teacher Retention: Comprehensive Study
The education sector has long struggled with the issue of early-career teacher attrition, with approximately 40-50% of new teachers leaving the profession within their first five months. This persistent challenge is attributed to various factors, including inadequate compensation, insufficient administrative support, and challenging workplace conditions. Despite the widespread implementation of mentorship programs, there remained significant gaps in understanding their long-term effectiveness and mechanisms of impact. This qualitative case study aimed to comprehensively examine the impact of mentorship programs on early-career teacher retention through a longitudinal analysis spanning five months. The research design incorporated multiple data collection methods, investigating 125 early-career teachers across urban, suburban, and rural contexts. The study sought to address critical research questions regarding mentorship's effect on retention rates, identification of most effective mentorship components, and variations across different demographic groups and school contexts. The findings revealed a compelling narrative of mentorship's transformative potential. While mentored and non-mentored teachers began with identical retention profiles, a significant divergence emerged over time. By the fifth month, mentored teachers demonstrated a 27.1 percentage point retention advantage, representing a 60.3% relative improvement in retention. Survival analysis showed mentored teachers had 2.85 times higher odds of remaining in the profession, with the most pronounced benefits observed in high-needs and rural school environments. The multivariate regression models confirmed mentorship's robust independent effect, even after controlling for various contextual factors. These results provide strong evidence that comprehensive mentorship programs represent a critical strategy for addressing teacher attrition challenges, offering actionable insights for educational policymakers and school administrators
Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen
Artificial intelligence has the potential to revolutionize education by enhancing teaching and learning experiences. By integrating AI technology, SD Muhammadiyah Kebumen can optimize its teaching methods and improve the overall learning outcomes for students. However, successfully integrating AI technology into education requires addressing specific challenges and considerations. These challenges include the profit-oriented nature of current AI applications in education, the lack of pedagogical knowledge among AI developers, and the need for teachers' input and collaboration in the development process. This paper explores the potential of integrating AI technology to optimize SD Muhammadiyah Kebumen's learning. The method of this research is a mix of methods, combining both quantitative and qualitative approaches. The quantitative approach will involve analyzing data on the current teaching methods and learning outcomes of SD Muhammadiyah Kebumen. The qualitative approach will include conducting interviews and surveys to gather insights and perceptions from teachers regarding the use and effectiveness of AI technology in their classrooms. The results show that integrating AI technology in teaching can improve the quality and effectiveness of instruction, enhance student engagement and personalized learning experiences, and provide teachers with valuable insights and data to inform their teaching practices. The score is approximately 3.78, suggesting a somewhat positive attitude towards AI among the respondents. Current use of technological tools: This category scored the highest, with a mean score of around 4.12, indicating that the current use of technological tools is favorable among the participants. Perceived benefits of AI integration include improved student outcomes, increased efficiency in teaching, personalized learning experiences, enhanced engagement, and access to valuable data for informed decision-making. The study found that integrating AI technology in teaching can potentially optimize learning for SD Muhammadiyah Kebumen
Project-Based Learning and Critical Thinking Development: A Mixed-Methods Analysis in Undergraduate Education
This mixed-methods study examines the relationship between Project-Based Learning (PBL) and critical thinking development in undergraduate education. A total of 168 students from three universities participated in the research, which employed a mixed-methods design involving pre-post assessments, project artifact analysis, interviews, and focus group discussions across STEM, social sciences, and humanities disciplines. The results indicate statistically significant improvements in critical thinking scores, with mean scores increasing from 68.4 to 74.9 (t(167) = 8.42, p < .001, Cohen's d = 0.54). Notably, humanities students demonstrated the most substantial gains (M = 8.2 points), while analysis and evaluation subscales showed the most significant enhancements. The findings provide compelling evidence that PBL represents a sophisticated pedagogical approach for developing critical thinking skills, facilitating a dynamic, contextual process of cognitive expansion that transcends traditional disciplinary boundaries
CHASING ACADEMIC EXCELLENCE: A DATA-DRIVEN ASSESSMENT OF BLENDED LEARNING EFFICACY
This study examines the effect of blended learning on student learning achievement. Blended learning is a mixture of online and face-to-face or traditional learning. The purpose of this research is to find out the positive or negative effect of blended learning. The method used is descriptive quantitative. Data was obtained from distributing questionnaires to selected respondents. The data that has been collected and calculated shows that there are more positive effects of blended learning where one of them is the achievement of better student academic scores. However, it is crucial to note a divergence in student preferences revealed in the study. Despite the positive academic outcomes, some students express a preference for face-to-face learning over online components within the blended learning model. While the academic achievements indicate a positive trend, the acknowledgment of student preferences introduces a layer of complexity. The recognition that some students favor traditional face-to-face instruction suggests that the success of blended learning may vary among individuals. the study underscores the need for further research to delve into the potential negative effects of blended learning. By addressing this aspect, educators and policymakers can gain a more comprehensive understanding of the dynamics involved in implementing blended learning approaches, facilitating informed decision-making to optimize the learning experience for diverse student populations. Further research is also needed to analyze the negative effect of blended learning
Effectiveness of ICC Students International Learning Program
This study investigates the intercultural relationship development of English as a Foreign Language (EFL) students participating in an International Learning Program. Amid travel restrictions, a limited number of students engaged in a cross-border experience in Malaysia and Singapore. Employing a descriptive qualitative approach, the research examines the stages of intercultural relationship development and associated challenges. Twenty eighth-grade students from East Java, Indonesia, comprising an equal distribution of male and female participants, were selected for the study. Through analysis, three distinctive stages emerged in the process of intercultural competence (ICC) development: "trial," involving the exploration of new customs and habits; "enmeshment," focusing on individual character growth in new contexts; and "renegotiation," emphasizing dialogue and reflection on cultural experiences' impacts. Drawing on existing literature, the study proposes strategies for ICC development, including self-awareness, cultural awareness, motivation enhancement, and cultural knowledge acquisition. Additionally, ICC improvement techniques, such as cultural assimilation, comparison methods, and reformulation, were identified as valuable tools for English language instruction.
JUNIOR HIGH SCHOOL STUDENTS’ RESPONSES TO THE INTRINSIC ELEMENTS IN THE PICTURE BOOK MULAN
This research explores the multifaceted role of education in shaping social status within communities. Education, as defined by various scholars, serves as a conscious effort to prepare individuals for their future roles, fostering cultural values, and promoting social, political, and economic development. The societal changes brought about by rapid developments lead to both progress and challenges, requiring a thoughtful examination of education's role. The methodology employs library research, specifically a qualitative descriptive approach, to analyze written sources such as books, papers, and articles. The research focuses on methods determining social strata and delves into the impact of education on social class formation, considering accessibility, roles, and economic implications. Results highlight education's significance in individual growth, societal progress, and community welfare. Definitions of education vary, emphasizing combating ignorance, transmitting cultural values, and fostering self-development. Social class, acting as an obstacle to meeting basic needs, intertwines with education as a social institution influencing socialization and cultural continuity. The relationship between education and social stratification is complex, influencing individuals' positions based on accessibility, social networks, and economic opportunities. The research acknowledges the dynamic nature of social stratification, where open societies provide opportunities for upward mobility. It also discusses methods to determine social groups and underscores the varied outcomes based on the chosen method. The research concludes by emphasizing the profound impact of education on social status. It serves as a catalyst for intellectual development, creates social networks, and influences economic opportunities. Acknowledging education's transformative role, the study advocates for equitable access to education to reduce social disparities and build a more inclusive society.
Urang Banjar Traditional Games for Health and Harmony: Learning Physical Sports and Health with Local Wisdom
This study aims to design and implement Sports and Health Physical Education (PJOK) learning oriented to local wisdom through the use of traditional Urang Banjar games. The local wisdom contained in the traditional game of Urang Banjar includes social, cultural, and environmental wisdom values that have colored Banjar society for centuries. The research method used was classroom action research (PTK) involving high school PJOK class students in the Banjar area. This research focuses on developing a curriculum based on local wisdom by integrating traditional Urang Banjar games as one of its main components. Data were collected through observation, interviews, and assessments of student participation in these traditional games. The results showed that the use of traditional Urang Banjar games in PJOK learning had a positive impact on students' understanding of local wisdom, physical health, and social values. Students show higher levels of participation and greater enthusiasm in this learning. In addition, they also better understand the importance of maintaining the surrounding culture and environment. In conclusion, learning PJOK oriented to local wisdom using traditional Urang Banjar games can be an effective approach to increase students' understanding of physical health, cultural values, and environmental wisdom. This supports the integration of local cultural heritage in the educational curriculum, which can produce a generation that is more insightful and has good physical health, while preserving local traditions.
Effect of Physical Activity on Students’ Social Skills :Research Factor Analysis at South Tangerang Elementary Schools
This study investigates the impact of physical activity on the social skills of elementary school students in South Tangerang. Utilizing a factor analysis approach, the research examines various dimensions of physical activity—including frequency, duration, and type—and their correlations with key social competencies such as communication, teamwork, empathy, and conflict resolution. A sample of 164 students from ten elementary schools in South Tangerang was selected through stratified random sampling to ensure representativeness. Data were collected using validated questionnaires and observational assessments conducted over six months. Statistical analysis revealed that regular participation in structured physical activities significantly enhances students' social skills, with team-based sports showing the most substantial positive effects. Additionally, the study identified specific factors within physical activity programs that contribute to developing social competencies, including cooperative gameplay, leadership opportunities, and inclusive participation strategies. These findings suggest that integrating comprehensive physical activity programs into the elementary school curriculum can foster essential social skills, thereby contributing to students' overall personal and academic development. The study recommends that educators and policymakers prioritize implementing and supporting diverse physical activity initiatives to promote a holistic educational environment. Future research should explore the long-term effects of sustained physical activity on social skills and investigate the potential moderating variables such as socioeconomic status and cultural background.
Evaluation of the Utilization of the Learning Management System (LMS) Using the CIPP Model
The increasing reliance on LMS for delivering educational content necessitates an evaluation framework to ensure its effectiveness in meeting educational goals. The CIPP model provides a comprehensive approach to evaluate various aspects of LMS utilization. The primary objectives are to evaluate the contextual relevance, resource adequacy, implementation processes, and outcomes of LMS usage in educational settings. This study employs a mixed-method approach, utilizing the CIPP evaluation checklist for data collection, supplemented by semi-structured interviews, document analysis, and observations. The population includes students and educators using the LMS, with a representative sample selected for detailed analysis. The research results of Context evaluation revealed that the LMS aligns well with institutional educational goals and user needs. The Input phase highlighted sufficient technical and support resources, though some gaps in training were identified. The Process evaluation indicated high user engagement but pointed out areas for improvement in system usability. Finally, the Product evaluation showed positive outcomes in terms of user satisfaction and achievement of educational objectives, though continuous improvements are needed to maintain effectiveness. This research provides valuable insights into the strengths and weaknesses of LMS implementation, guiding future enhancements for better educational outcomes.
Evaluation of the Implementation of Upskilling and Reskilling Training Education in the Culinary Skills Program using the Kirkpatrick Model
In today's dynamic job market, continuous learning and skill development are crucial for sustaining employment and enhancing career prospects. This study evaluates the implementation of upskilling and reskilling training in a culinary skills program using the Kirkpatrick Model. The Kirkpatrick Model, a widely recognized framework for training evaluation, encompasses four levels: reaction, learning, behavior, and results. This research aims to provide a comprehensive assessment of the training program's effectiveness and its impact on participants' performance and career progression. The study employs a mixed-method approach, combining quantitative surveys and qualitative interviews to gather data from participants who completed the culinary skills program. The first level of the Kirkpatrick Model, reaction, measures participants' satisfaction and engagement with the training. The second level, learning, assesses the knowledge and skills acquired during the program. The third level, behavior, examines the application of learned skills in the workplace. The fourth level, results, evaluates the overall impact of the training on participants' job performance and career advancement. The results of this evaluation indicate that the upskilling and reskilling training program in the culinary skills program was highly effective across all four levels of the Kirkpatrick Model. Participants responded positively to the training, acquired significant new knowledge and skills, applied these skills effectively in their work, and contributed to improved organizational performance.