Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms: Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal. Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access). Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
Analisis Kebutuhan Pengembangan Media Diorama Augmented Reality Untuk Pembelajaran IPAS di Sekolah Dasar
IPAS learning in elementary schools still faces limitations in providing learning media that effectively facilitate students’ concrete and contextual understanding of ecosystem concepts, which affects their engagement in learning about the relationships and dynamics of biotic and abiotic components. This study aims to analyze the needs for developing Augmented Reality (AR) Diorama media in IPAS learning as a basis for designing media that aligns with user characteristics and instructional contexts. A descriptive approach was employed by integrating quantitative and qualitative data obtained from Grade V teachers and students through needs analysis questionnaires and classroom observations. The results indicate that IPAS learning is predominantly supported by textbooks and two-dimensional media, which are insufficient to explain abstract and dynamic ecosystem concepts; teachers require interactive visual media to support explanations of ecological relationships and processes, while students demonstrate strong interest in three-dimensional visual learning media. The availability of supporting devices in the school environment provides opportunities for implementing AR-based media, although media design should consider existing technical constraints. In conclusion, AR Diorama media is relevant to be developed as an innovative, contextual, and applicable alternative to enhance the quality of IPAS learning in elementary schools.
Copyright (c) 2026 Kadek Panji Yustisio, I Gede Suwindia, Ni Putu Candra Prastya Dewi https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Mendalam (Deep Learning) Perspektif Imam Al-Ghazali Dan Michael Fullan
Deep learning is a central issue in contemporary education because it emphasizes meaningful understanding, reflection, and the relevance of learning materials to real life. However, the integration of modern pedagogical approaches and spiritual values has rarely been examined systematically. This study analyzes and compares the concept of deep learning according to Imam Al-Ghazali and Michael Fullan to identify conceptual intersections and potential synthesis. The method employed is a systematic literature review with a comparative approach, utilizing primary sources from Imam Al-Ghazali (Ayyuhal Walad) and Michael Fullan (Deep Learning: Engage the World, Change the World), as well as relevant scholarly literature from the past ten years. The analysis was conducted thematically and comparatively. The findings show that Al-Ghazali emphasizes character formation, purification of the soul, and spiritual orientation, whereas Fullan focuses on developing 21st-century competencies through the 6C framework. The synthesis of these two perspectives gives rise to the concept of “authentic learning,” which integrates spiritual dimensions and global competencies. This concept has the potential to enrich holistic educational practices in Indonesia, particularly in building a generation with strong character and global competitiveness.
Copyright (c) 2026 Elviana India Sinta Dewi, Suwendi Suwendi, Abdul Mukti https://creativecommons.org/licenses/by-sa/4.0
Tata Kelola Pendidikan Islam Moderat di PTKIS
Religious moderation has become a strategic issue in Islamic higher education, as universities not only transmit knowledge but also shape students’ value orientations and socio-religious practices. However, in Private Islamic Religious Universities (PTKIS), religious moderation is often treated as a normative agenda or occasional program, limiting its sustainability. This study aims to analyze how religious moderation is institutionalized within PTKIS governance and to formulate an operational and sustainable management model for strengthening religious moderation. The research employed a qualitative multi-site case study approach across three PTKIS in Banten during the 2023/2024 academic year. Data were collected through in-depth interviews, participatory observation, and institutional document analysis, and were examined using thematic analysis with source and technique triangulation. The findings reveal that religious moderation becomes effective and sustainable when embedded within an integrated governance system through six key components: strategic orientation in institutional planning, academic and student affairs policies, instructional and academic forum design, structured student organization cadre development, participatory leadership as symbolic capital, and systematic monitoring and evaluation mechanisms. Moderation anchored in institutional structures, academic culture, and consistent leadership practices proves more durable than programmatic or ceremonial approaches. In conclusion, religious moderation in PTKIS is fundamentally a matter of institutional governance rather than merely a pedagogical concern. An integrated management model combining policy alignment, participatory leadership, dialogical campus culture, and continuous evaluation constitutes a prerequisite for cultivating a moderate religious habitus and sustaining campus harmony and stability.
Copyright (c) 2026 Akhmad Shunhaji, Mamluatun Nafisah , Miftakhul Arif https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Multimedia Gamifikasi dalam Pembelajaran Berpikir Komputasional di SMP
The implementation of the Merdeka Curriculum emphasizes the strengthening of Computational Thinking (CT) skills as an essential competency in informatics learning at the junior high school level. However, CT instruction in junior high schools still faces several challenges, including low student motivation and engagement, limited availability of interactive learning media, and varying levels of teacher readiness in integrating technology. This study aims to analyze the effectiveness of gamification-based multimedia in improving junior high school students’ CT skills, identify supporting and inhibiting factors in its implementation, and map research gaps in studies published between 2021 and 2025. The research employed a Systematic Literature Review (SLR) method following the PRISMA protocol. Literature searches were conducted through Google Scholar, ERIC, and Scopus databases, resulting in 21 scientific articles that met the inclusion criteria. Data were analyzed using thematic synthesis to examine gamification strategies and their impacts on CT indicators, namely algorithmic thinking, decomposition, pattern recognition, and abstraction. The findings indicate that gamification strategies such as point–level–badge systems, progressive challenges, interactive simulations, and digital puzzles are consistently effective in enhancing algorithmic thinking, decomposition, and pattern recognition. In contrast, improvement in the abstraction component remains relatively limited and requires additional reflective and concept-oriented instructional approaches. The success of gamification implementation is influenced by interactive media design, instant feedback, and increased student motivation, while major challenges include limited ICT infrastructure and teachers’ digital competence. The novelty of this article lies in its cross-study synthesis of empirical research from 2021 to 2025, which systematically maps the dominant patterns of CT improvement within the context of junior high school education and the implementation of the Merdeka Curriculum. These findings provide both conceptual and practical contributions to the development of more effective and sustainable informatics learning.
Copyright (c) 2026 Yuventus Monemnasi, Ketut Agustini, I Kadek Suartama https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Budaya Positif dan Kompetensi Pedagogik Terhadap Kualitas Pembelajaran Guru SD Negeri Se-Kecamatan Todanan Kabupaten Blora
The quality of learning of public elementary school teachers in Todanan District is still not optimal. In addition, a positive culture in schools has not been formed optimally. From the aspect of pedagogical competence, elementary school teachers in Todanan District are generally in the fairly good category, but not optimal. This study aims to test and analyze the influence of Positive Culture and Pedagogical Competence partially and simultaneously on the Quality of Teacher Learning. This study is a quantitative study with a population of 308 people, a sample of 174 people. The instrument tests used are validity and reliability tests. The classical assumption test uses a normality test, linearity test, multicollinearity test, and heteroscedasticity test. Data analysis uses multiple linear regression tests, F tests (ANOVA) and t tests. Based on the results of the study, it can be concluded as follows: (1) Positive Culture has a positive and significant effect on the Quality of Teacher Learning, based on the results of the calculated t test 8.462> t table 1.974 and a significance level of 0.000 <0.05; (2) Pedagogical Competence has a positive and significant effect on the Quality of Teacher Learning, based on the results of the t-test of 7.890 > t-table 1.974; (3) The influence of Positive Culture and Pedagogical Competence simultaneously has a positive and significant effect on the Quality of Teacher Learning, based on the results of the F-test of 7.890 > F-table (69.538 > 3.05). Simultaneously, the variables of Positive Culture (X1) and Teacher Pedagogical Competence (X2) simultaneously have a positive effect on the Quality of Learning variable (Y) with a multiple linear regression equation Ŷ = 18.032 + 0.217 X1 + 0.444 X2. The calculation results show a determination coefficient of R Square of 0.546, which means that variables (X1) and (X2) have a simultaneous effect of 44.9% on variable (Y).
Copyright (c) 2026 Emi Lutfia , Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Pemanfaatan Sistem Absensi Digital Terhadap Kedisiplinan Siswa
Student discipline remains a persistent challenge in school management, yet existing studies tend to focus on technical system development rather than its behavioral impact. This literature study addresses that gap by synthesizing research on the role of digital attendance systems in enhancing student discipline across formal educational settings. Using the SPIDER framework (Sample, Phenomenon of Interest, Design, Evaluation, Research Type), eight studies published between 2015 and 2025 were systematically selected and analyzed from Google Scholar. The synthesis reveals three consistent patterns: (1) digital attendance technologies including fingerprint biometrics, QR Code, RFID, and web-based applications significantly improved student punctuality and reduced absenteeism; (2) real-time parental notification features strengthened home-school supervision and reinforced disciplinary behavior; and (3) the effectiveness of these systems was contingent on non-technical factors, namely institutional commitment, consistent rule enforcement, and teacher modeling. These findings contribute to the data-driven school management literature by demonstrating that digital attendance functions not merely as an administrative tool but as a behavioral intervention instrument. Schools are advised to integrate digital attendance data into character development programs to maximize disciplinary outcomes.
Copyright (c) 2026 Benedictus Yoga Ardi Koswara, Mesta Limbong, Hotmaulina Sihotang https://creativecommons.org/licenses/by-sa/4.0
Manajemen Audit Mutu Internal Berstandar ISO 9001: 2015 Dalam Peningkatan Kinerja Sekolah Di SMK Negeri 2 Purwodadi
This research is motivated by the importance of managing internal quality audits based on ISO 9001:2015 as an effort to improve school performance. The research aims to analyze internal quality audit management at SMK Negeri 2 Purwodadi. The research uses a qualitative approach with a case study design, through interview techniques, observation and documentation studies involving school principals, quality management teams, internal auditors and teachers. Data analysis was carried out through data reduction, data presentation, and drawing conclusions by testing validity through triangulation of sources and techniques. The research results show that internal quality audit management is carried out systematically through the planning, implementation, reporting and audit follow-up stages in accordance with ISO 9001:2015 principles. The implementation of internal quality audits has an impact on increasing administrative discipline, the effectiveness of learning management, consistent implementation of quality standards, and the development of a culture of continuous improvement. These findings imply that internal quality audits are an important instrument in quality control and continuous improvement of school performance.
Copyright (c) 2026 Eka Wulandari, Nurkolis Nurkolis, Rosalina Br. Ginting https://creativecommons.org/licenses/by-sa/4.0
Resiliensi Psikologis pada Remaja dari Keluarga Penyandang Skizofrenia
Schizophrenia is a mental disorder that affects the way of thinking, emotions, behavior, and interpreting reality, thus hindering daily activities. This study aims to understand and analyze the process of psychological resilience in adolescents living with family members with schizophrenia, how they are able to adapt healthily, manage emotional stress, and maintain psychological health amidst challenging family conditions. This study used a qualitative method with a case study approach. Data collection techniques included interviews, observation, and documentation. Participants were selected using purposive sampling. The data analysis technique used was interactive analysis, consisting of data collection, data reduction, data presentation, and conclusion drawing. The results showed that adolescents with family members with schizophrenia have well-developed psychological resilience abilities in aspects of self-regulation, positive thinking patterns, and cognitive and social abilities. This study is expected to provide an overview of how the process of increasing psychological resilience in adolescents living with families with schizophrenia and providing support to people who have similar experiences. The researchers recommend that further research can expand the number of participants to make the results more representative.
Copyright (c) 2026 Agustina Rahmah, Andi Wahyu Irawan https://creativecommons.org/licenses/by-sa/4.0
Optimalisasi Penerapan Metode Ummi Melalui Kolaborasi Guru dan Orang Tua dalam Pembelajaran Al Qur’an Anak Usia Dini
Early childhood Qur'an learning is very important in building moral and spiritual foundations. This period is considered a golden age, therefore appropriate and engaging learning methods are required. The Ummi Method, with its structured and enjoyable approach, emphasizes a gentle emotional approach, direct learning (talaqqi), repetition (muroja’ah), and active student participation. This study aims to examine the optimization of the implementation of the Ummi Method through collaboration between teachers and parents. This research uses a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers and parents, and documentation of children's learning development. The results show that collaboration between teachers and parents can optimize the implementation of the Ummi Method, particularly in muroja’ah, tartil, tajwid, and makhorijul huruf activities. This learning process leads to an improvement in early childhood Qur'an reading ability, including the accuracy of letter pronunciation, the ability to read with proper tartil and tajwid, as well as increased self-confidence and children's interest in learning the Qur'an. The active role of parents at home has proven to strengthen the learning outcomes obtained at school. This study provides an important contribution to the development of effective Qur'an learning models for early childhood through the synergy between teachers and parents.
Copyright (c) 2026 Afra Mufida, Sofa Muthohar, Nilal Muna Fatmawati https://creativecommons.org/licenses/by-sa/4.0
Manajemen Pembelajaran Berdiferensiasi dalam Perspektif POAC di Sekolah Dasar
Differentiated instruction has become an important approach in accommodating the diverse characteristics of students in elementary schools; however, its success is highly influenced by effective learning management. This study aims to analyze the management of differentiated instruction from the perspective of POAC, which includes planning, organizing, actuating, and controlling. This study employed a qualitative approach with a case study design. The data sources were obtained from one principal, three teachers, three students, and one school committee member. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the management of differentiated instruction was implemented through: (1) planning by designing learning tools that accommodate students’ readiness, interests, and learning profiles; (2) organizing through role distribution and coordination among teachers and the principal; (3) actuating through the application of content, process, and product differentiation; and (4) controlling through supervision, evaluation, and reflection. However, the implementation still faces challenges, including limited teacher understanding, time constraints, and suboptimal supervision. This study contributes to the development of educational management, particularly in integrating differentiated instruction with the POAC management framework in elementary schools to improve the quality of learning.
Copyright (c) 2026 Aniq Jihan Furoidah, Ngasbun Egar, Aryo Andri https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Platform Ruang GTK dan Komunitas Belajar Terhadap Kompetensi Pedagogik Guru SD Negeri di Kecamatan Todanan Kabupaten Blora
This study aims to analyze the influence of the Ruang GTK Platform and learning communities on teachers' pedagogical competence, both partially and simultaneously. Previous research generally focuses on improving teacher competence through training or academic supervision, but limited research simultaneously examines the influence of the Ruang GTK Platform and learning communities on teachers' pedagogical competence in the context of public elementary schools at the sub-district level. This study employed a quantitative approach with a survey method. The study population consisted of 308 public elementary school teachers, with a sample size of 174 teachers. The research instruments were tested through validity and reliability tests, while classical assumptions included tests for normality, linearity, multicollinearity, and heteroscedasticity. Data analysis used multiple linear regression, supplemented by t-tests and F-tests. The results indicate that the Ruang GTK Platform has a positive and significant effect on teachers' pedagogical competence. Learning communities also have a positive and significant effect on teachers' pedagogical competence. Simultaneously, the Ruang GTK Platform and learning communities exert a strong influence on improving teachers' pedagogical competence. These findings indicate that utilizing a digital platform for teacher professional development, supported by collaborative activities within a learning community, can strengthen teachers' abilities to plan, implement, and evaluate learning. The implications of this research emphasize the importance of optimizing the use of the Ruang GTK Platform and strengthening teacher learning communities as part of ongoing professional development. Integrating these two approaches can be an effective strategy for systematically, collaboratively, and sustainably improving teachers' pedagogical competence.
Copyright (c) 2026 Anora Wanodiya Kurnia , Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Supervisi Akademik Kepala Sekolah Berbasis Coaching dan Komunitas Belajar Terhadap Kompetensi Pedagogik Guru di Kecamatan Todanan
This study aims to examine and analyze the influence of coaching-based academic supervision of school principals and learning communities, both partially and simultaneously, on teachers' pedagogical competence. Previous research has generally focused on the influence of either principals' academic supervision or teacher learning communities separately on improving pedagogical competence. However, there has been little research that has comprehensively examined the influence of coaching-based academic supervision of school principals and teacher learning communities on teachers' pedagogical competence, particularly at the elementary school level in Todanan District, Blora Regency. This situation indicates a research gap that requires further study. The population is 308 people, the sample is 174 people. The instrument tests used are validity and reliability tests. The classical assumption test uses normality tests, linearity tests, multicollinearity tests, and heteroscedasticity tests. Data analysis uses multiple linear regression tests, F tests (ANOVA) and t tests. Based on the results of the study, it can be concluded as follows: (1) Coaching-based principal academic supervision has a positive and significant effect on teacher pedagogical competence. This is based on the results of a positive t-test, proven by the calculated t1 result of 8.241 > t table (α = 0.05, two tail) 1.974 and the significance level of the calculated t1 0.000 < 0.05; (2) The Learning Community has a positive and significant effect on Teacher Pedagogical Competence. This is based on the results of a positive t-test, proven by the calculated t2 result of 25.385 > t table 1.974; (3) The influence of the principal's academic supervision based on coaching and the Learning Community simultaneously has a positive and significant effect on Teacher Pedagogical Competence. This is based on the results of a positive F-test, proven by the calculated F value > F table (327.878 > 3.05)
Copyright (c) 2026 Any Inti Wahyu Setyaningrum , Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Perilaku Organisasi, Kompetensi Kepribadian, dan Adaptasi Guru terhadap Mutu Pembelajaran Sekolah Dasar
The quality of learning in public elementary schools in Ungaran Timur District has not yet reached optimal and equitable levels, as reflected in disparities in achievement among schools and the relatively low levels of organizational behavior, personality competence, and teachers’ adaptability in supporting effective learning. This study aims to analyze the influence of organizational behavior, personality competence, and teacher adaptability on learning quality in public elementary schools in Ungaran Timur District, Semarang Regency, both partially and simultaneously. This research employed a quantitative approach with a correlational design. The population consisted of 235 teachers, with a sample of 148 teachers selected using proportional random sampling. Data were collected through questionnaires and analyzed using classical assumption tests, as well as simple and multiple linear regression analyses. The results indicate that all three independent variables have a positive and significant effect on learning quality. Partially, organizational behavior contributes 50.90%, personality competence 36.10%, and teacher adaptability 34.3%. Simultaneously, these variables contribute 69% to learning quality. These findings confirm that improving learning quality is inseparable from the support of a conducive organizational environment, strong teacher personalities, and the ability to adapt to the dynamics of educational change, including the implementation of the Independent Curriculum. In this context, learning quality is reflected through several key dimensions: classroom management, learning methods, and psychological support. The novelty of this research lies in the comprehensive integration of organizational environmental factors, teacher personality, and adaptability to educational change in improving learning quality. This research does not only highlight aspects of teacher leadership or technical competence in isolation, but also combines these with the implementation dimensions of the Independent Curriculum, which is still relatively new in the context of Indonesian education.
Copyright (c) 2026 Adliroh Adliroh, Maryanto Maryanto, Ghufron Abdullah https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Kepemimpinan Kepala Sekolah dan Komunitas Belajar Terhadap Kualitas Pembelajaran di SD Negeri Se-Kecamatan Kunduran
The quality of learning in elementary schools in Kunduran District, Blora Regency, remains significantly deficient. Problems were identified in teacher behavior during instruction, student activities, the learning climate, and the learning system. Factors influencing the low quality of learning are principal leadership and the learning community. This study aims to determine the influence of principal leadership and the learning community on the quality of learning in elementary schools in Kunduran District, Blora Regency. The approach used in this study was quantitative. The study population was all elementary schools in Kunduran District, Blora Regency. The sample size was 172 teachers. Prerequisite analysis tests included normality, linearity, homogeneity, multicollinearity, and heteroscedasticity tests. Hypothesis testing included simple regression and multiple regression tests. The results showed that: (1) principal leadership significantly influenced learning quality by 35.5%; (2) learning community significantly influenced learning quality by 43.7%; and (3) principal leadership and the learning community significantly influenced learning quality by 51.8%. It is recommended that teachers improve their skills in implementing learning, starting from the skills of opening lessons to closing learning activities.
Copyright (c) 2026 Hesti Pandu Wismasita, Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Gaya Kepemimpinan Situasional Kepala Sekolah dan Literasi Digital Terhadap Kompetensi Pedagogik Guru SD Negeri di Kecamatan Kunduran
Teachers’ pedagogical competence is a key factor in improving the quality of learning in primary schools. However, pedagogical competence is influenced by several factors, including the principal’s situational leadership style and teachers’ digital literacy. This study aims to analyze the effect of the principal’s situational leadership style and digital literacy, both partially and simultaneously, on teachers’ pedagogical competence in public primary schools in Kunduran District, Blora Regency. This research employed a quantitative approach with an ex post facto design. The population consisted of 301 teachers, with a sample of 172 teachers selected using proportional random sampling. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression with t-test and F-test after meeting classical assumption tests. The results show that: (1) the principal’s situational leadership style has a positive and significant effect on teachers’ pedagogical competence with a contribution of 40.8%; (2) digital literacy has a positive and significant effect on teachers’ pedagogical competence with a contribution of 36.6%; and (3) simultaneously, the principal’s situational leadership style and digital literacy have a significant effect on teachers’ pedagogical competence with a contribution of 48.8%. These findings indicate that improving teachers’ pedagogical competence is influenced not only by leadership factors but also by teachers’ ability to utilize digital technology. In conclusion, strengthening adaptive school leadership and enhancing teachers’ digital literacy continuously are essential strategies to improve pedagogical competence and the quality of learning in primary schools.
Copyright (c) 2026 Ela Sofiati, Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Aplikasi Ruang GTK Terhadap Kompetensi Pedagogik Guru SD Negeri se-Kecamatan Kunduran
Teacher pedagogical competence is a crucial factor in improving the quality of learning in primary schools, which is influenced by school leadership and the use of educational technology. This study aims to: (1) analyze the effect of principals’ transformational leadership on teachers’ pedagogical competence; (2) analyze the effect of the use of the Ruang GTK application on teachers’ pedagogical competence; and (3) analyze the simultaneous effect of both variables on teachers’ pedagogical competence. This study employed a quantitative approach with an ex post facto design. The population consisted of all public elementary school teachers in Kunduran District, Blora Regency, with a sample of 172 teachers determined using the Slovin formula and proportional random sampling technique. Data were collected using questionnaires, and the analysis included prerequisite tests (normality, linearity, homogeneity, multicollinearity, and heteroscedasticity) and hypothesis testing using simple and multiple regression analyses. The results show that: (1) principals’ transformational leadership has a significant effect on teachers’ pedagogical competence, contributing 41.8% with a correlation coefficient of 0.646; (2) the use of the Ruang GTK application has a significant effect, contributing 47.7% with a correlation coefficient of 0.691; and (3) simultaneously, transformational leadership and the use of the Ruang GTK application have a significant effect on teachers’ pedagogical competence, contributing 55.7% with a correlation coefficient of 0.750. In conclusion, improving teachers’ pedagogical competence can be achieved through strengthening principals’ transformational leadership and optimizing the use of the Ruang GTK application. Therefore, principals are encouraged to provide continuous guidance and support, while teachers should actively utilize digital platforms for ongoing professional development.
Copyright (c) 2026 Gilar Kholiq Permono, Soedjono Soedjono, Harto Nuroso https://creativecommons.org/licenses/by-sa/4.0
Analisis Validitas Modul IPA Berbasis Etno-STEM Untuk Meningkatkan kemampuan Berpikir Tingkat Tinggi Siswa
Validity testing is required to produce standardised learning modules. This study aims to analyse the validity of Ethno-STEM-based science learning modules to enhance students’ higher-order thinking skills. This study serves as the initial stage in the development of Ethno-STEM modules, which act as a prerequisite for the implementation of HOTS-based learning. The 4D model was used for module development. Data was collected using validity instruments and subsequently analysed descriptively. The module validity instrument comprises several assessment aspects, namely the assessment of content (substance) and media (construct), which cover ethnoscience and STEM along with their design. The research subjects were three expert lecturers in Science Education and one secondary school teacher. The assessment results were then calculated using Aiken’s V formula. The validity results indicate that the Ethno-STEM-based Science learning module meets the ‘highly valid’ category, both in terms of content (content) with an average score of 0.908333 from expert validators and media (construct) validators with an average score of 0.88889, as well as from user validators who achieved an average score of 0.9. The Etno-STEM-based Science Learning Module is deemed valid for enhancing students’ higher-order thinking skills.
Copyright (c) 2026 Sasti Handayani Wakhidyah, Joko Waluyo, Pramudya Dwi Aristya Putra https://creativecommons.org/licenses/by-sa/4.0
Redesain Program Penguatan Satuan Pendidikan Anak Usia Dini Bernuansa Hindu Berbasis Keluarga di PAUD Kumara Asih Kota Mataram
Strengthening family-based early childhood education has become an important issue in early childhood education management because the quality of child development is influenced by institutional services and the continuity of parenting within the family. In Hindu-themed early childhood education (ECE), this need becomes even more important because the institution serves as a space for learning, character formation, and the strengthening of religious and cultural values. This research aims to analyse the implementation of the family-based early childhood education (ECE) strengthening programme at ECE Kumara Asih in Mataram City, identify the role of parents in its implementation, and formulate a more effective programme redesign. Using a qualitative approach with a case study design, data were collected through observation, interviews, documentation, and SWOT analysis. The research results show that five programme components, namely Parent Meeting Groups, Parental Involvement in Class, Parental Involvement in Joint Events, Consultation Days, and Home Visits, have been implemented, but their execution has not been optimal due to limitations in funding, human resources, space, and family participation time. The role of parents is stronger in collective activities, but it has not yet developed into an intensive pedagogical partnership. This research identifies a research gap related to the lack of institutional redesign that integrates all programme components adaptively and sustainably. The novelty of this research lies in the development of a family-based early childhood education management model that integrates local values and religious culture into the programme design.
Copyright (c) 2026 Ni Made Arini, I Made Agus Yudhiarsana, Ida Bagus Alit Arta Wiguna https://creativecommons.org/licenses/by-sa/4.0
Analisis Bentuk Tindak Tutur Berbahasa Bali Pada Teks Video TikTok @madewangi
Balinese on social media reflects an important linguistic development because it functions not only as a means of communication, but also as a space for cultural expression in the digital era. Although speech act studies have been widely conducted, research on Balinese speech act forms in TikTok video texts remains limited. This study aims to describe and analyze speech act forms in Balinese TikTok video texts created by @madewangi. This study employed a descriptive qualitative approach using five purposively selected TikTok videos as the data source. Data were collected through observation, note-taking, transcription, and translation, and were then analyzed pragmatically by examining the relationship between utterance forms and their communicative functions. The results show that, out of 49 analyzed utterances, 35 were direct speech acts and 14 were indirect speech acts. The dominance of direct speech acts indicates that communication in Balinese TikTok videos tends to emphasize clarity of meaning so that it can be easily understood by viewers, while indirect speech acts appear as strategies of politeness, satire, or implicit intention. This study contributes to pragmatic studies by showing how Balinese is used in digital media as a linguistic practice that continues to carry social and cultural dimensions.
Copyright (c) 2026 Putu Krisna Paramartha, Made Iwan Indrawan Jendra, I Made Wiradnyana, I Made Dian Saputra https://creativecommons.org/licenses/by-sa/4.0
Implementasi Metode Langsung dalam Pembelajaran Gending Jejangéran Pada Jangér Sakral Banjar Kedaton Sumerta
The preservation of the Balinese language and sacred traditional arts requires learning strategies that are not only practice-oriented but also capable of sustaining cultural values. Although the Direct Method has been widely applied in language learning, studies specifically examining its implementation in teaching gending jejangéran within the context of Sacred Jangér as a medium for language and cultural preservation remain limited. This study aims to describe the implementation of the Direct Method in teaching gending jejangéran in Banjar Kedaton, Désa Adat Sumerta, Denpasar City, identify the constraints and solutions that emerge during the learning process, and explain its implications for instructors, dancers, and the community. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings show that the Direct Method was implemented through stages of spiritual and ethical preparation, goal orientation, demonstration, imitation, repetition, immediate correction, and follow-up evaluation. The main constraints included differences in dancers’ comprehension, limited mastery of the Balinese language, difficulties in synchronizing vocal performance with movement and rhythm, and limited practice time. These constraints were addressed through material segmentation, repeated practice, direct feedback, and independent practice. This study highlights that the Direct Method is not only effective as a strategy for teaching traditional vocal arts, but also contributes theoretically by extending its application from language pedagogy to traditional arts pedagogy rooted in local culture, while strengthening the preservation of the Balinese language and Sacred Jangér.
Copyright (c) 2026 I Made Bagus Angga Putra, Ni Nyoman Perni, I Made Wiradnyana https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Model Problem Based Flipped Learning Terhadap Motivasi dan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran IPA SMP
The development of technology has driven a transformation in education, particularly in mastering 21st-century skills. However, students' learning motivation and critical thinking skills remain relatively low, largely due to the persistent use of teacher-centered conventional learning and the suboptimal integration of technology in the learning process. This study aims to determine the effect of the Problem-Based Flipped Learning (PBFL) model on students’ learning motivation and critical thinking skills in science, both simultaneously and partially. A quasi-experimental method was employed using a pretest–posttest nonequivalent control group design. The sample consisted of 80 students selected through group random sampling from a population of 404 seventh-grade students at SMP Santo Yoseph Denpasar.The data were collected using a learning motivation questionnaire and an essay-based critical thinking skills test, both of which were previously tested for validity and reliability. The data were then analyzed using Multivariate Analysis of Covariance (MANCOVA).The results revealed that the significance value was less than 0.05, indicating a significant difference between the PBFL model and the conventional learning model. The PBFL model demonstrated a substantial simultaneous effect on learning motivation and critical thinking skills (p = 0.001; ηp² = 0.355), and partially improved learning motivation (p = 0.001; ηp² = 0.349) and critical thinking skills (p = 0.001; ηp² = 0.145). In conclusion, the PBFL model is effective in improving students’ learning motivation and critical thinking skills in junior high school science education.
Copyright (c) 2026 Ni Luh Putu Bagiani, I Kadek Suartama, I Made Tegeh https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Media Pembelajaran Geografi StoryMaps Untuk Meningkatkan Kemampuan Berpikir Spasial Peserta Didik SMA
In geography education in Indonesia, students' spatial thinking skills are generally assessed as still low due to the limited application of spatial approaches, both in the form of learning activities and the utilization of media in instruction. This study aims to develop StoryMaps as an innovative instructional media that integrates geospatial narrative maps to enhance students' spatial thinking abilities on the topic of flora and fauna distribution. A Research and Development (R&D) approach using the ADDIE framework which encompasses Analysis, Design, Development, Implementation, and Evaluation was employed in this study to develop and validate the product. The research findings indicate that the intervention of StoryMaps media in geography learning results in differences in students' spatial thinking skill levels. This condition is evident from the post-test scores of spatial thinking skills in both classes, which showed a difference of 6.03%, with the experimental class average outperforming the control class by 5.32 points. Pedagogically, this reflects a stronger impetus for deeper spatial concept understanding and sustained knowledge retention through the application of StoryMaps instructional media. Based on these results, it can be concluded that the use of StoryMaps media effectively improves students' spatial understanding of the taught geography material. Through the development of this instructional media, it is expected that students will gain more engaging and realistic experiences, thereby enhancing their motivation and comprehension of the learning material.
Copyright (c) 2026 Nadliva Mukammilah Qolbi, Yusuf Suharto, Tuti Mutia, I Komang Astina, Noenoek Noerhajati https://creativecommons.org/licenses/by-sa/4.0
Pengembangan E-Modul Case Based Learning Berbantuan Augmented Reality Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Pada Mata Pelajaran Informatika SMP
The problem of low critical thinking skills among grade VII students in informatics at SMP Negeri 4 Singaraja is closely linked to the persistent use of conventional teaching methods. These traditional approaches often lack interactivity, limiting students' understanding of abstract technical concepts like computer networks and algorithms. To address this pedagogical gap, this study aims to develop an interactive e-module based on the case based learning model, integrated with augmented reality technology to facilitate an immersive learning experience. This research and development study adopted the ADDIE instructional model and employed a one-group pretest-posttest design. Data were collected using expert validation sheets, practicality questionnaires, and higher order thinking skills oriented critical thinking tests. The effectiveness was analyzed using the N-gain index, paired sample t-tests, and Cohen’s d effect size. The results indicate that the AR based CBL e-module achieved a 100% validity score based on expert evaluations, along with excellent practicality scores of 91% from students and 100% from teachers. Furthermore, the field test showed a statistically significant improvement in students' critical thinking skills (p < 0.001) with a large effect size of 3.955, reflecting a strong positive impact on learning outcomes. In conclusion, the AR assisted CBL e-module is a highly valid, practical, and effective educational tool. This study contributes to the educational technology literature by demonstrating how integrating 3D visual scaffolding with authentic case scenarios successfully overcomes cognitive barriers and fosters higher-order thinking.
Copyright (c) 2026 Marcel Prastiko Arthana, I Komang Sudarma, Ni Nyoman Parwati, Ketut Agustini, I Wayan Sukra Warpala https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Konten E-Learning BGTK Bali Berbasis ICARE Untuk Meningkatkan Kompetensi Kepribadian Guru
This study aims to develop e-learning content based on the ICARE model (Introduce, Connect, Apply, Reflect, Extend) on the Learning Management System (LMS) platform of Bali Province Center for Teachers and Education Personnel (BGTK). This development specifically addresses the need to improve teachers' personality competencies, given the current sub-standard competency levels and limited access to flexible, interactive training. Utilizing the Research and Development (R&D) method with the ADDIE model, this study involved 30 elementary school teachers in Denpasar as field trial subjects. Data collection instruments included expert validation sheets, the User Experience Questionnaire (UEQ), the System Usability Scale (SUS), and learning outcomes tests (pre-test and post-test). The results indicate that the e-learning media is highly valid, achieving a coefficient score of 1.00 from both media and content experts. The media also met the criteria for high practicality, falling into the "Excellent" category, and received highly positive user feedback. Comparative analysis showed a significant improvement in teachers' personality competence, with mean scores increasing from 66.8 to 86.2. Furthermore, effectiveness analysis placed the impact of this development in the "large effect" category. In conclusion, this e-learning content is effective in improving teacher personality competence in an independent and systematic manner.
Copyright (c) 2026 Kadek Dwi Wahyuni, Ni Nyoman Parwati, Ketut Agustini https://creativecommons.org/licenses/by-sa/4.0
Problematika Penyelenggaraan Pendidikan Widyalaya di Provinsi Bali
The implementation of widyalaya education in Bali Province continues to face various challenges related to regulatory implementation, institutional governance, limited human resources, and insufficient support from stakeholders and local governments. These conditions indicate a gap between the policy demands of Hindu religious education and the actual practices of educational management in the field. This study aims to analyze the problems in the implementation of widyalaya education, particularly concerning regulatory adaptation, institutional management, the availability of educators, learning facilities, and external support for the sustainability of widyalaya institutions in Bali Province. This research employed a qualitative method with a case study approach. Data were collected through observations, in-depth interviews, focus group discussions (FGDs), and document studies involving principals, teachers, foundations, and stakeholders in Hindu education. The findings reveal that widyalaya institutions still encounter several significant obstacles, including unpreparedness in adapting to Minister of Religious Affairs Regulation Number 2 of 2024, limited educational personnel, low digital literacy, inadequate teaching materials and learning media, and suboptimal support from local governments in strengthening infrastructure, funding, and educational governance. The study demonstrates that the challenges faced by widyalaya are not merely internal institutional issues, but are also closely related to regional education policies and the broader support system for Hindu religious education in Indonesia. This research implies the importance of strengthening collaborative policies, improving human resource capacity, and developing data-based educational governance to support the sustainability of widyalaya as adaptive and high-quality Hindu educational institutions.
Copyright (c) 2026 I Nyoman Ariyoga, I Made Bagus Andi Purnomo https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Media Pembelajaran Interaktif PowerPoint Materi Indonesia Kaya Budaya Terhadap Minat Belajar IPAS Siswa Kelas IV SDN 138 Pekanbaru
Student learning interest in science learning in elementary schools is still relatively low due to the limited use of interactive and interesting learning media. This study aims to analyze the effect of interactive PowerPoint media based on Indonesian culture on the interest in learning science in grade IV students of SDN 138 Pekanbaru. The study used a quantitative approach with a pre-experimental approach through a one-group pretest-posttest design. The research sample consisted of 37 grade IV students selected using a purposive sampling technique. Data collection techniques were carried out through observation, documentation, and student learning interest questionnaires. The results of the instrument validity test using Aiken's V obtained a value of 0.87 which indicates a very valid instrument. Data analysis used descriptive statistics and paired sample t-test. The results showed that the average student learning interest increased from 45.27 in the pretest to 57.11 in the posttest. The results of the hypothesis test showed a significance value of 0.000 <0.05 with a t value of -17.986, so there is a significant effect of the use of interactive PowerPoint media on students' interest in learning science. Unlike previous research that focused more on digital media in general and cognitive learning outcomes, this study contributes to the development of interactive learning media based on Indonesian culture to increase elementary school students' interest in science. The findings indicate that integrating local culture into digital learning media can increase student engagement and interest in learning in a more contextual and meaningful way.
Copyright (c) 2026 Dian Wahyuni, Muhamad Nukman https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Media Interaktif Materi Tilawati Al-Qur'an Berbasis Masalah Untuk Mengukur Religiusitas Dan Hasil Belajar Siswa SMP
This study was motivated by real-world issues identified in eighth-grade Qur'an instruction at SMP Islamic School Harapan Mulia in Denpasar, namely students' low cognitive mastery of the Tajwid rules in the Tilawati series (particularly Volume 5) and the suboptimal development of the affective domain in the form of daily religious attitudes. This gap is caused by the limited availability of effective digital teaching media, where the learning process still relies on one-way delivery of material without problem-solving scenarios. Consequently, students struggle with self-regulated learning and tend to be passive when encountering errors in reciting verses. This study aims to develop and test the feasibility, practicality, and effectiveness of an online interactive media based on Problem-Based Learning (PBL) for the study of Tilawati Al-Qur’an Volume 5 in improving the cognitive learning achievement and religious attitudes of eighth-grade students at SMP Islamic School Harapan Mulia Denpasar. The novelty of this study lies in the integration of the PBL model into a digital platform to simultaneously enhance students’ cognitive (academic achievement) and affective (religious attitudes) aspects—an approach that remains under-explored in Qur’anic education. The research design employed is a research and development (R&D) study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were eighth-grade students at Harapan Mulia Islamic Junior High School in Denpasar. The data collection instruments included an expert validation sheet, a response questionnaire, and test instruments in the form of pre-tests and post-tests, which were analyzed using the N-Gain Score technique. The research results indicate that the developed instructional media was rated as “Highly Appropriate” by both content experts and media experts. The implementation of the media proved effective in significantly improving students’ academic achievement, with an average score increase from 54 to 90.5 (N-Gain Score 0.79; High category), and was also effective in enhancing students’ religious attitudes, with an average score of 77%. Student responses to the use of the media also indicated a very good rating, with a percentage of 91.2% in the individual test and 87.1% in the field test. This study concludes that PBL-based interactive media is feasible and effective as an innovation in modern Qur’an education.
Copyright (c) 2026 Ryan Ardiansyah Putra, I Wayan Santyasa, I Made Tegeh https://creativecommons.org/licenses/by-sa/4.0
Profesionalisme Reflektif Situasional Guru Vokasi Pada Kelas Heterogen
Research on vocational teachers’ professional competence has generally positioned professionalism as pedagogical ability and mastery of subject matter that are administrative and normative in nature, while the reflective and situational dimensions of teaching in heterogeneous classrooms remain underexplored, particularly from the perspective of educational ethnography. This study aims to analyze teachers’ professional practices in actualizing vocational learning competencies within heterogeneous classrooms at SMKS Pariwisata Triatma Jaya Singaraja. The study employed a qualitative approach using an educational ethnography design. Data were collected through participant observation, in-depth interviews, and documentation involving five vocational teachers, the principal, and thirty students. Data analysis was conducted interactively through data condensation, data display, verification, and conclusion drawing, which were further deepened through domain, taxonomic, componential, and cultural theme analyses. The findings reveal that teachers’ professional competence develops adaptively through teaching experience, pedagogical improvisation, and situational reflection in responding to the dynamics of heterogeneous classrooms. However, the learning process remains dominated by teacher-centered approaches, the integration of theory and practice is still sequential, and differentiated instruction has not been systematically designed. Teachers’ reflective practices also tend to occur in the form of spontaneous reflection-in-action rather than structured reflection-on-action. This study constructs the concept of “situational reflective professionalism” as a form of teacher professionalism that develops through pedagogical adaptability, contextual reflection, and responsive decision-making within dynamic learning situations. Theoretically, this study contributes to the development of vocational teacher professionalism studies grounded in reflective practice and contextual learning, while practically emphasizing the importance of reflective culture, differentiated instruction, and strengthening teachers’ adaptive capacities in transforming twenty-first century vocational education.
Copyright (c) 2026 I Gusti Kadek Surya Adnyana, I Wayan Santyasa, I Made Tegeh https://creativecommons.org/licenses/by-sa/4.0
The Nature of Truth in Evaluating Arabic Language Learning Through the Epistemological Representation of Language Proficiency
Evaluation in Arabic language learning is generally assumed to represent students’ language competence, yet this assumption is rarely examined from an epistemological perspective. In practice, there is often a gap between students’ test scores and their actual communicative ability. This condition indicates that the current evaluation system does not always reflect students’ real language performance. Therefore, this study aims to examine the concept of truth in Arabic language learning evaluation through the perspectives of correspondence theory, coherence theory, and pragmatism. This study employed a qualitative library research method, analyzing primary and secondary sources, including scientific journal articles and academic works on Arabic language evaluation, epistemology, and the philosophy of education. The findings reveal several interconnected problems. From the perspective of correspondence theory, the dominance of grammar-based written tests often yields scores that do not align with students’ actual communicative competence, as evidenced by students who achieve high scores yet still struggle with oral Arabic. From the perspective of coherence theory, there is a mismatch between communicative learning objectives and evaluation instruments that remain focused on grammatical and cognitive aspects. Meanwhile, from a pragmatic perspective, the strong emphasis on grades and passing examinations has shifted evaluation from a reflective learning tool into an end in itself, reducing its contribution to the development of meaningful language skills. This study concludes that improving Arabic language evaluation requires not only technical changes but also a philosophical reorientation toward more authentic and meaningful assessment practices.
Copyright (c) 2026 Adibah Ulaya Putri, Sofyan Sauri https://creativecommons.org/licenses/by-sa/4.0
Peningkatan Keaktifan Belajar Siswa Melalui Media Video Pembelajaran Audio-Visual Pada Pembelajaran IPA Kelas V Sekolah Dasar
This study aimed to improve students’ learning activeness through the use of audio-visual instructional video media in fifth-grade science learning at SD Saraswati Tabanan. The study employed Classroom Action Research conducted in two cycles, each involving planning, action implementation, observation, and reflection. The research subjects were 28 fifth-grade students, consisting of 15 male and 13 female students. Data were collected through observation, documentation, and field notes. The main instrument was a student learning activeness observation sheet covering five indicators: paying attention to the teacher’s explanation and video presentation, asking questions, answering questions, participating in discussions, and expressing opinions. The data were analyzed using descriptive quantitative analysis by calculating the percentage of students’ learning activeness in each cycle. The findings revealed that audio-visual instructional video media improved students’ learning activeness in science learning. The average percentage of students’ activeness increased from 61.6% in Cycle I to 80.4% in Cycle II. Improvement occurred across all indicators, particularly in asking questions and expressing opinions. The novelty of this study lies in the use of audio-visual instructional video media not only as a tool for delivering science content, but also as a stimulus for strengthening students’ participation, confidence, and learning interaction. These findings imply that audio-visual instructional videos, when combined with questioning and group discussion strategies, can support more active, interactive, and meaningful science learning in elementary schools.
Copyright (c) 2026 Ni Kadek Sutami Yanti, I Made Ari Winangun, I Made Adi Nugraha Tristaningrat https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan Komik Digital Matematika Berbasis Deep Learning Untuk Siswa Kelas III SD
This study was motivated by the need for mathematics learning media that can connect abstract concepts with the concrete experiences of third-grade elementary school students. In the research context, mathematics instruction was still largely procedural, while the available media did not fully support conceptual understanding, active engagement, and mindful, meaningful, and joyful learning experiences. This study aimed to identify the empirical and pedagogical needs for developing a digital mathematics comic based on pedagogical deep learning for third-grade elementary school students. A descriptive qualitative approach was employed as a preliminary study in the analysis stage of the ADDIE model. The data sources included third-grade teachers, third-grade students, learning documents, teaching materials, and students’ learning achievement records. Data were collected through classroom observation, interviews, documentation studies, and systematic field notes. The data were analyzed through data reduction, data display, verification, and conclusion drawing. Data trustworthiness was strengthened through source triangulation, technique triangulation, and member checking. The findings indicate that a digital mathematics comic is needed because students require visual-narrative, contextual, interactive, and user-friendly media to understand units of length, units of weight, units of time, and simple fractions. Teachers also need practical media that are aligned with the Merdeka Curriculum and capable of presenting guiding questions, authentic contexts, character dialogues, concept visualization, short exercises, and learning reflection. The main contribution of this study lies in mapping the developmental needs of a digital mathematics comic based on pedagogical deep learning before the product design stage. Therefore, the findings provide an initial foundation for developing mathematics learning media that are not only visually engaging but also pedagogically grounded and appropriate for the characteristics of elementary school students.
Copyright (c) 2026 Gusti Ayu Sri Wijastini, I Komang Wahyu Wiguna, I Putu Suardipa https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan E-Modul Matematika Berbasis Etnomatematika untuk Siswa Kelas IV Sekolah Dasar
The low attainment of mathematics learning outcomes in elementary schools indicates the need for teaching materials that are contextual, systematic, and aligned with students’ developmental characteristics. This study aimed to analyze the need for developing an ethnomathematics-based mathematics e-module for fourth-grade elementary school students at the school-cluster level. This research was conducted as the initial stage of a development study using a descriptive quantitative and qualitative approach. The study involved seven schools in Cluster 1 of Kediri District, namely SDN 1 Kaba-Kaba, SDN 2 Kaba-Kaba, SDN 4 Kaba-Kaba, SDN 2 Buwit, SDN 1 Cepaka, SDN 1 Nyambu, and SDN 2 Nyambu. Data were collected through observation, interviews, and document analysis, and were analyzed descriptively. The findings showed that students’ attainment of mathematics learning outcomes ranged from 45% to 58%, with a cluster average of 52.14%. These results indicate an empirical need for a mathematics e-module that is not merely digital but also capable of connecting concepts of numbers, fractions, measurement, geometry, and data representation with Balinese local cultural contexts. The main contribution of this study lies in mapping the development needs for an ethnomathematics-based mathematics e-module at the elementary school-cluster level as an initial basis for product design. Therefore, an ethnomathematics-based e-module is feasible to be developed as an alternative teaching material that is more concrete, meaningful, and relevant to students’ learning experiences.
Copyright (c) 2026 Ni Ketut Diah Damayanti, I Putu Suardipa, I Komang Wahyu Wiguna https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan LKPD Digital Bermuatan Pengalaman Belajar Pembelajaran Mendalam Pada Mata Pelajaran Matematika di Sekolah Dasar
This study was motivated by the suboptimal use of Mathematics teaching materials in Grade II elementary schools, which are still dominated by textbooks and simple printed student worksheets. The available teaching materials tend to contain routine exercises, lack interactivity, are not sufficiently contextual, and do not fully provide opportunities for students to understand, apply, and reflect on mathematical concepts in accordance with the characteristics of lower-grade students. This study aimed to analyze Mathematics learning conditions, teacher and student needs, and aspects required in developing digital student worksheets containing Deep Learning Experiences in Grade II of Elementary School Cluster III, Tabanan District, including SDN 1 Dajan Peken, SD Immaculata, SD Saraswati, and SDN 8 Dajan Peken. In this study, Deep Learning does not refer to artificial intelligence technology, but to a pedagogical approach emphasizing learning experiences of understanding, applying, and reflecting. This study was development research focused on the needs analysis stage using a descriptive qualitative approach supported by simple quantitative data. The research subjects consisted of 4 Grade II teachers and 48 Grade II students selected through saturated sampling. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed through data reduction, data display, conclusion drawing, and percentage analysis. The results showed that Mathematics learning was still teacher-centered, media use was not yet optimal, and the worksheets used had not facilitated visual, contextual, interactive, gradual, and reflective learning activities. Teachers needed digital worksheets that were practical, attractive, easy to use, contained contextual problems, and could be accessed through smartphones or laptops. Students needed colorful and illustrated teaching materials with simple instructions, short videos or animations, interactive exercises, immediate feedback, and step-by-step activities. The aspects of digital worksheet development included content, language, appearance, activity presentation, interactivity, technical ease of use, and learning experiences of understanding, applying, and reflecting. Therefore, this study provides an empirical basis for developing Mathematics digital student worksheets that are relevant to the characteristics of lower-grade students and oriented toward active, meaningful, and enjoyable learning experiences.
Copyright (c) 2026 Ni Luh Putu Rani Diana Putri, I Komang Wahyu Wiguna; I Putu Suardipa https://creativecommons.org/licenses/by-sa/4.0