Jurnal Suluh Pendidikan

INTEGRATING ACEH LOCAL WISDOM THROUGH THE E-STAR MODEL TO STRENGTHEN ELEMENTARY STUDENTS’ SCIENCE LITERACY

Rahma Rahma — 2026-06-14

This study aims to develop and test the effectiveness of the E-STAR (Ethno-STEAM Assisted by Augmented Reality) model, which integrates Acehnese local wisdom into science learning on the Water Cycle and Weather Phenomena for fifth-grade elementary school students in Lhokseumawe City. The study used a quasi-experimental design with a nonequivalent control group design. The subjects were 60 fifth-grade students from two public elementary schools in Lhokseumawe City. Data collection instruments included a science literacy test, an observation sheet on learning implementation, and a student response questionnaire. Data analysis used an independent t-test and an N-Gain test. The results showed that the E-STAR model had a significant effect on strengthening students' science literacy (p < 0.05), with an average N-Gain of 0.72 (high category) for the experimental class compared to 0.38 (medium category) for the control class. The integration of Acehnese local wisdom, such as the concept of pantan melarang (prohibition) related to water management, and the expression hana ka, i.e., hana ka ureueng, in water cycle learning was proven to be able to improve the contextualization of materials and students' learning motivation. AR visualization supports concrete conceptual understanding of weather phenomena. This study concludes that the E-STAR model is an effective, innovative learning model for improving elementary school students' scientific literacy.

NUMERACY LITERACY OF GRADE VII STUDENTS IN SOLVING CONTEXTUAL PROBLEMS ACROSS MATHEMATICAL ABILITY LEVELS

Hikmatul Fadhilah Sianipar — 2026-06-14

Numeracy literacy is a fundamental competency assessed through Indonesia’s Minimum Competency Assessment (AKM); however, Grade VII junior high school students’ achievement in this domain continues to exhibit significant gaps, particularly in solving contextual problems with extended narrative structures. Although numeracy literacy research in Indonesia has grown considerably, studies that simultaneously examine students’ profiles across differentiated ability levels while foregrounding the linguistic dimension as the primary explanatory variable remain scarce—especially in the local context of Stabat. To address this gap, this study investigated the numeracy literacy profile of Grade VII students at a junior high school in Stabat across three levels of mathematical ability: high, medium, and low. A descriptive qualitative approach was employed involving 20 students selected through purposive sampling. Instruments consisted of a contextual numeracy literacy test and a semi-structured interview guide. Data analysis followed the Miles and Huberman interactive model. Findings indicate that 60% of students fall within the medium ability level. More critically, the primary barrier originates from linguistic demands rather than procedural weaknesses: students demonstrate decreased accuracy when confronted with word problems exceeding three sentences, and the capacity for decoding—translating verbal context into a mathematical model—remains underdeveloped across all ability levels. The principal contribution of this study is establishing that linguistic load, not computational deficiency, is the decisive differentiating factor in numeracy literacy performance, with direct pedagogical implications: strengthening numeracy literacy cannot be decoupled from simultaneously developing students’ reading stamina and mathematical reading strategies.

THE IMPACT OF GENERATIVE ARTIFICIAL INTELLIGENCE ON EFL STUDENTS’ PRONUNCIATION, ANXIETY, MOTIVATION, AND SOCIAL INTERACTION

Nopelisa Pelawi — 2026-06-15

This study investigates the impact of Generative Artificial Intelligence (GenAI) on students’ pronunciation ability, speaking anxiety, speaking motivation, and social interaction in English as a Foreign Language (EFL) learning. Although artificial intelligence technologies are increasingly integrated into language classrooms, empirical evidence regarding their combined effects on cognitive and affective dimensions of speaking development remains limited, particularly in Indonesian secondary school contexts. This research employed a quantitative experimental design involving 60 Grade X students at SMA Negeri 1 Tigapanah. The participants were divided into an experimental group and a control group. The experimental group received GenAI-assisted speaking instruction, while the control group was taught using conventional classroom methods. Data were collected through pronunciation tests and Likert-scale questionnaires measuring speaking anxiety, motivation, and social interaction. The results show that the experimental group demonstrated greater improvement in pronunciation ability (pre-test M = 67.0; post-test M = 79.0) compared with the control group (pre-test M = 67.5; post-test M = 72.0). Statistical analysis using paired-sample t-tests confirmed a significant improvement in pronunciation for the experimental group (p < 0.05). In addition, GenAI-assisted learning reduced students’ speaking anxiety and increased their motivation to participate in speaking activities. However, the findings also indicate a slight decline in peer interaction, as some students preferred practicing with AI rather than engaging in direct communication with classmates. From the perspective of Cultural Historical Activity Theory (CHAT), GenAI functions as a mediating tool that reshapes the classroom activity system by influencing cognitive, emotional, and social dimensions of learning. These findings suggest that while GenAI effectively supports pronunciation development and affective engagement, its integration should be carefully balanced to maintain meaningful social interaction in EFL classrooms.

DEVELOPING A DIGITAL LITERACY-BASED EFL LEARNING MODEL FOR SENIOR HIGH SCHOOL STUDENTS

Donnes Harianto Sirait — 2026-06-15

This study addresses the limited integration of digital literacy in English as a Foreign Language (EFL) classrooms, where instructional practices often emphasize language forms without fostering students’ ability to critically engage with digital content. Despite the growing importance of digital literacy, there is still a lack of structured learning models that systematically integrate digital competencies with English learning outcomes. Therefore, this study aims to develop and evaluate a Digital Literacy-Based English Learning Model (DL-EFL) for senior high school students. This research employed a Research and Development (R&D) design using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 37 twelfth-grade students at Senior High School 1 Talawi. Data were collected through observations, interviews, questionnaires, and pretest posttest assessments. The data were analyzed using descriptive quantitative techniques, including validity, practicality, and effectiveness testing through Normalized Gain (N-Gain).The findings reveal that the existing integration of digital literacy in English learning was not optimal and lacked structured guidance. The developed DL-EFL model was validated as highly valid by experts and highly practical based on student responses. In terms of effectiveness, the model significantly improved students’ learning outcomes, as indicated by an average N-Gain score of 0.74 (high category).his study contributes to the field of digital pedagogy by providing a structured and empirically validated learning model that integrates digital literacy into EFL instruction. The model offers practical guidance for teachers to design interactive, student-centered, and technology-enhanced learning environments, thereby supporting both language proficiency and digital competence in the digital era.

THE EFFECTS OF ELSA SPEAK AND MOTIVATION ON SEGMENTAL AND SUPRASEGMENTAL PRONUNCIATION

Ratna Gea — 2026-06-15

This study examines the effects of the ELSA Speak application and learning motivation on students’ segmental and suprasegmental pronunciation in an EFL context in Indonesia. While mobile-assisted language learning has been widely explored, limited studies have investigated the combined role of digital tools and learner motivation in improving specific pronunciation features. This study employed a quasi-experimental design involving an experimental and a control group with 45 junior high school students. The experimental group used ELSA Speak, while the control group received conventional instruction. Data were collected through pronunciation tests and a motivation questionnaire and analyzed using t-tests and multiple regression. The findings demonstrate that ELSA Speak substantially enhances students’ pronunciation, particularly in segmental and suprasegmental aspects. Learning motivation also emerged as a strong predictor of pronunciation improvement, indicating that higher motivation leads to better performance. These results underscore the importance of integrating technology with motivational support in pronunciation instruction. This study contributes to technology-assisted language learning and provides practical insights for English teachers. However, the relatively small sample and non-random sampling limit the generalizability of the findings.

THE EFFECT OF AUGMENTED REALITY ON FOURTH-GRADE SOCIAL STUDIES OUTCOMES AT SDN 2 KALIWULU

Ismayanti Aiswarda — 2026-08-28

The low learning outcomes of elementary school students in social studies (IPS) indicate the need for innovative learning media capable of enhancing student engagement and understanding, particularly on abstract topics such as cultural diversity. This study aimed to analyze the effect of Augmented Reality (AR) media, assisted by the Assemblr Edu and Sketchfab applications, on the IPS learning outcomes of fourth-grade students on the topic of Indonesia's cultural diversity. This research employed a quantitative approach with a One-Group Pretest-Posttest experimental design. The sample consisted of 31 fourth-grade students at SDN 2 Kaliwulu, determined through a total sampling technique. Data were collected using a ten-item multiple-choice achievement test proven valid (r count> r table = 0.388) and reliable (Cronbach's Alpha = 0.744), supported by observation sheets and documentation. Data were analyzed using the Shapiro–Wilk normality test, the paired sample t-test, and the N-Gain test with SPSS 25. The normality test produced significance values of 0.059 (pretest) and 0.135 (posttest), indicating normally distributed data. The mean score increased from 57.10 (pretest) to 70.00 (posttest). The paired-samples t-test produced a significance value (2-tailed) of 0.000 (p < 0.05), so H0 was rejected, and H1 was accepted. The N-Gain analysis showed a mean value of 0.3125, categorized as moderate. These findings indicate that AR media has a significant effect on improving students' IPS learning outcomes and can serve as an innovative, interactive alternative learning medium in elementary schools.

ADAPTING COMMUNICATION IN MULTICULTURAL CLASSROOMS: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS IN AUSTRALIA

Dwinova Sabriena Unique — 2026-06-25

The increasing diversity of students in global education has transformed classrooms into multicultural environments that demand adaptive and effective communication. In such contexts, teachers are required not only to deliver content but also to navigate linguistic and cultural differences that may influence classroom interaction. This study examines the communication strategies used by Indonesian pre-service teachers during their teaching practicum in multicultural classrooms in Australia. A qualitative case study approach was employed involving five pre-service teachers. Data were collected through interviews, observations, and documentation, and analyzed inductively to identify patterns of communication practices and challenges. The findings indicate that effective communication strategies include understanding student characteristics through systematic observation, utilizing adaptive instructional media, adjusting learning objectives to students’ abilities, and applying flexible teaching roles. Major challenges identified include language barriers, diverse student behavior, and mismatched learning pace. These challenges were addressed through multimodal communication strategies such as gestures, visual aids, and interactive classroom management techniques. This study highlights the importance of adaptive and culturally responsive communication in supporting effective teaching and learning in multicultural classroom settings.

REPOSITIONING CHRISTIAN EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: AN ONTOLOGICAL-EPISTEMOLOGICAL DISCERNMENT FRAMEWORK

Desomon Ayub Adu — 2026-06-26

Christian religious education must consider the philosophical and theological implications of the penetration of artificial intelligence into learning practices. This study uses a meta-synthesis approach to identify how AI transforms ontology and epistemology in the context of Christian education. The literature review includes studies on the philosophical foundations of Christian education, the impact of AI on education in general, ontological-epistemological frameworks, and Christian discernment theory. Key findings indicate that AI can enhance personalized learning and enrich Christian content, but requires integration that aligns with Christian values of love, truth, and justice. Therefore, an ontological-epistemological discernment framework is needed that emphasizes reflection on human nature as the image of God and knowledge based on divine revelation. This framework is outlined in curriculum recommendations and educational practices, such as teacher training on faith-guided AI literacy and adaptation of AI-Christian teaching materials. Limitations of this study include reliance on literature studies without empirical field data.

EVALUATING THE IMPLEMENTATION OF THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT IN A VOCATIONAL HIGH SCHOOL: A CIPP EVALUATION FRAMEWORK

Abdurrasyid Ridha — 2026-06-30

This study aims to examine the implementation of the Pancasila Student Profile Strengthening Project (P5) within the Merdeka Curriculum at SMK Negeri 1 Batipuh using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative approach with an evaluative design was employed to obtain an in-depth understanding of how the program is carried out in the school setting. The participants included the principal, teachers, and educational staff who were directly involved in the implementation of the P5 program. Data were collected through observations, semi-structured interviews, and document analysis. The data analysis process involved data reduction, data display, and interpretative conclusion drawing, while data validity was ensured through source and method triangulation. The findings indicate that the implementation of the P5 program has been relatively effective. From the context perspective, the program is supported by Merdeka Curriculum policy and is integrated into the school’s vision and strategic programs. In terms of input, the availability of human resources and facilities is considered adequate, although further improvement in teachers’ competencies in project-based learning is still necessary. Regarding the process component, the program is implemented through collaborative learning activities that promote active student participation, creativity, and critical thinking skills. From the product perspective, the program contributes positively to students’ character development, teamwork, and communication skills. These findings suggest that the CIPP model provides a comprehensive framework for evaluating character-based educational programs and highlight the importance of strengthening teacher capacity, improving program management, and conducting continuous evaluation to enhance the quality of P5 implementation.

LITERACY AND NUMERACY MENTORING PROGRAMS AND TEACHER PERFORMANCE IN ELEMENTARY SCHOOLS

Mursidati . — 2026-07-08

This study examines the influence of literacy (X1) and numeracy (X2) mentoring programs on improving elementary school education quality, as reflected in Education Report Card indicators (Y) in Payaraman District, Ogan Ilir Regency. A quantitative explanatory approach with a correlational design was employed, involving 96 teachers selected purposively from a population of 209. A validated and highly reliable questionnaire (90 items) served as the instrument. Data analysis used descriptive statistics, prerequisite tests, and regression with SPSS 25. The results indicate that both literacy mentoring (R² = 0.465; p = 0.000) and numeracy mentoring (R² = 0.507; p = 0.000) significantly contribute to improving the Education Report Card, with numeracy showing a relatively larger contribution (56.6%). The study concludes that ongoing mentoring programs are effective in enhancing teacher competence and student learning outcomes. It recommends the Education Department continue the program with a focus on numeracy and low-achieving schools.

ANALYSIS OF THE INFLUENCE OF PARENTS AND CHURCHES ON YOUTH PARTICIPATION IN WORSHIP: A QUANTITATIVE STUDY AT ANUGRAH BIBLE CHURCH IN BOLAANG MONGONDOW

Risa Yulianti — 2026-07-09

Youth participation in worship is an important indicator of the sustainability of church faith formation. However, the literature only identifies the family and the church as factors influencing the spiritual lives of young people. However, few studies simultaneously analyze the relative contributions of these two factors in explaining youth worship activities in the context of local churches in Indonesia. This study aims to analyze the influence of the roles of parents and the church on youth worship activities, both partially and simultaneously. The study used a quantitative approach with a correlational design. The sample consisted of 30 youth aged 16-30 years from two congregations of the Anugerah Bible Church in Bolaang Mongondow, selected using a purposive sampling technique. Data were collected through a structured questionnaire that measured the role of parents, the role of the church, and youth worship activities. Data were analyzed using Pearson correlation tests, as well as simple linear regression and multiple linear regression to examine the magnitude of the influence and contribution of each variable. The results of the study indicate that the role of parents has a significant influence on youth worship activities with an effective contribution of 50.9% and a relative contribution of 83.8%. While the role of the church does not show a significant influence with an effective contribution of 9.8% and a relative contribution of 16.2%. Simultaneously, the roles of parents and the church explain 60.7% of the variation in youth worship activities. Thus, Christian development and education place the family as the primary agent in shaping the spiritual life of young Christians, while the church plays a supporting role that complements the process. Therefore, the church needs to develop a development strategy that strengthens partnerships with parents so that the spiritual formation and worship participation of young people can take place more effectively.Keywords: Literacy Mentoring, Numeracy Mentoring, Education Quality, Elementary Teachers, Professional Development

ANALYSIS OF ACTS 20:24 AND ITS IMPLICATIONS FOR TRANSFORMATIVE CHRISTIAN EDUCATION

Daniel Ello — 2026-07-14

Christian Religious Education plays a crucial role in shaping students' spirituality, character, and life orientation amidst the challenges of the digital era. However, Christian Religious Education practices still tend to be cognitively oriented and have not optimally integrated service values as the basis for shaping Christian character and lifestyle. On the other hand, research on Acts 20:24 has focused more on the theology of the Apostle Paul's mission and leadership, while its hermeneutical implications for transformative Christian Religious Education are still relatively limited. This study aims to analyze the hermeneutical meaning of Acts 20:24 and its implications for the development of transformative Christian Religious Education. The study used a qualitative document study design through a literature review with a hermeneutical analysis approach. The analysis was conducted through grammatical-historical exegesis of words, phrases, and contexts of Greek texts using BibleWorks and SABDA Bible, then combined with thematic analysis of various biblical theology and Christian Religious Education literature. The results of the study show three main findings. First, Acts 20:24 emphasizes that God's calling is the primary orientation of a believer's life, so Christian Religious Education must shape a Christ-centered identity. Second, Paul's faithfulness in completing his ministry shows that the formation of a spirituality of service needs to be realized through the internalization of values, exemplary behavior, and ongoing service practices. Third, Paul's commitment to preaching the Gospel of God's grace provides a foundation for Christian Religious Education to develop missionary, reflective, and responsible characters in the face of an increasingly individualistic culture. This study emphasizes that Christian Religious Education not only transmits knowledge of faith, but also transforms the spirituality, character, and lifestyle of students through the hermeneutical foundation of Acts 20:24.

AN INTEGRATED TEACHER-ALUMNI-STUDENT INFORMATION SYSTEM FOR DATA-DRIVEN CURRICULUM MANAGEMENT: A DEVELOPMENT AND FEASIBILITY STUDY AT AN INDONESIAN SENIOR HIGH SCHOOL

Hartono Hartono — 2026-07-24

The increasing digital transformation of educational institutions has intensified the need for integrated school information systems that extend beyond administrative automation to support evidence-based curriculum management. Despite the widespread adoption of digital technologies in schools, most existing information systems operate in isolated functional domains, resulting in fragmented management of teacher, student, academic, and alumni data. This fragmentation constrains the availability of comprehensive and timely information required for curriculum planning, implementation, monitoring, and continuous improvement. Grounded in the principles of Educational Management Information Systems (EMIS) and data-driven decision-making, this study aimed to develop and evaluate an integrated Teacher, Student, and Alumni Information System (SIGANSA) to strengthen curriculum management through centralized and real-time educational data. The study employed a Research and Development (R&D) approach based on the Four-D (4D) model, comprising the Define, Design, Develop, and Disseminate phases. Data were collected through observations, semi-structured interviews, documentation, and questionnaires, while the system was evaluated by 80 teachers and educational staff to assess its practicality and feasibility. The developed system successfully integrates teacher administration, student records, academic management, and alumni tracer study data within a unified web-based platform, enabling comprehensive educational data management across multiple administrative functions. Evaluation results demonstrated a practicality score of 93.45% and a feasibility score of 97.92%, indicating that the system is highly practical and highly feasible for institutional implementation. Beyond demonstrating successful system development, this study contributes empirical evidence that integrating multi-dimensional educational data into a unified information system enhances the capacity of schools to implement data-driven curriculum management, thereby supporting more informed curriculum planning, implementation, monitoring, and evaluation. These findings underscore the strategic role of integrated educational information systems in advancing digital transformation, strengthening institutional governance, and improving curriculum management practices in secondary education.

THE IMPLEMENTATION OF LITERACY-BASED TEAM-BASED LEARNING TO ENHANCE STUDENT ENGAGEMENT AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS

Imelda Hutabarat — 2026-08-12

Low student engagement in higher education may limit students’ participation, collaboration, and critical thinking. This study investigated the implementation of Team-Based Learning (TBL) integrated with literacy-based learning media to enhance student engagement in the Indonesian Language Skills for Elementary School course. A Classroom Action Research design based on the Kemmis and McTaggart model was implemented in two cycles involving 47 fourth-semester students in an Elementary School Teacher Education Program. Data were collected through classroom observations, literacy-based learning media assessments, student response questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed that average student engagement increased from 59.43% in the pre-cycle to 75.00% in Cycle I and 91.29% in Cycle II. The quality of literacy-based learning media also increased from 74.33% to 91.33%. The findings suggest that integrating literacy activities throughout TBL encouraged behavioral, cognitive, and emotional engagement while enabling students to collaboratively develop literacy-based learning media. The study contributes a pedagogical perspective by positioning literacy activities as an instructional mechanism that facilitates collaborative knowledge construction and supports multidimensional student engagement. The approach provides a promising strategy for strengthening active and collaborative learning in teacher education.

DEVELOPING AN ESP-BASED E-MODULE FOR TOURISM GUIDES IN NATUNA GEOPARK USING THE ADDIE MODEL

Wahyudi Wahyudi — 2026-08-14

The increasing demand for English communication in tourism highlights the need for contextual instructional materials that support local tour guides in promoting tourism destinations effectively. However, existing English learning resources rarely address the specific communicative needs of geopark tour guides. This study aimed to develop an ESP-based English for Tourism E-Module for local tour guides in Natuna Geopark using the ADDIE instructional design model. A Research and Development (R&D) approach was employed through the stages of Analysis, Design, Development, Implementation, and Evaluation. Qualitative data were collected through interviews, observations, and document analysis, while quantitative data were obtained from expert validation and user-response questionnaires and analyzed using descriptive statistics. The needs analysis revealed that learners required contextual materials emphasizing tourism-specific vocabulary, authentic communicative tasks, and local geopark content. The developed E-Module was validated by one language expert and two tourism experts and was categorized as highly valid for instructional use. The implementation involving ten participants demonstrated highly positive responses, with 90% for ease of use, 90% and 70% for usefulness, 100% for confidence, and 100% for relevance, indicating that the E-Module is practical and feasible for English for Tourism learning. The findings suggest that the E-Module provides an effective digital learning resource for improving English communication skills while supporting tourism interpretation and promotion in Natuna Geopark. The module may also serve as a practical reference for developing contextual ESP materials in other geopark and tourism destinations.

CONTRIBUTION OF LEARNING INTEREST TOWARDS CREATIVITY INVENTIVE MAKEUP AND BEAUTY STUDENTS IN THE FANTASY MAKEUP COURSE

Zahratun Nisa — 2026-08-14

Inventive creativity is an essential competency that supports students' ability to produce and develop original makeup concepts in Fantasy Makeup learning. Although various studies have discussed the enhancement of creativity through learning models, studies on the contribution of students' internal factors, especially learning interest, to inventive creativity are still limited, especially in makeup education. This study aims to analyze the relationship between students' learning interest and inventive creativity in the context of learning Fantasy Makeup courses. This study adopted a quantitative approach with a correlational design. The entire population of 90 students was determined as the research sample using a total sampling technique. Data were analyzed using descriptive analysis and simple linear regression. The results showed that learning interest and inventive creativity were in the very good category with TCR values of 82.22% and 81.49%, respectively. The regression analysis showed a positive and significant relationship between learning interest and inventive creativity (t = 15.871; p < 0.001), with a coefficient of determination (R²) of 0.741. These findings provide empirical evidence that learning interest is an internal factor that strongly contributes to students' inventive creativity and expands the study of psychological factors in cosmetology education. These findings imply that learning strategies need to be designed not only to improve technical skill mastery but also to strengthen learning interest as a factor supporting the development of students' inventive creativity.

WORK READINESS OF VOCATIONAL HIGH SCHOOL STUDENTS AFTER INDUSTRIAL WORK PRACTICE: A SEQUENTIAL EXPLANATORY MIXED METHODS STUDY

Nur Syafutri Hidayat — 2026-08-18

Industrial Work Practice (IWP) provides vocational students with authentic workplace experiences that may support their transition from school to employment. However, limited research has examined how different dimensions of work readiness are experienced and developed during IWP. This study examined vocational students’ work readiness after completing IWP at Donut Lylo Pinrang using a sequential explanatory mixed methods design. Quantitative data were collected from 47 vocational students using a Work Readiness Scale adapted from Caballero et al. (2011) and analysed descriptively. Qualitative data were obtained through semi-structured interviews with six students representing different levels of work readiness and one industrial supervisor. Interview data were analysed thematically, and quantitative and qualitative findings were integrated through a joint display and meta-inference. Quantitative findings indicated high work readiness across six dimensions: hard skills (80.94%), soft skills (81.28%), work motivation (80.85%), work maturity (80.17%), adaptability (80.26%), and resilience (78.47%). Qualitative findings identified three themes: authentic workplace experience enhanced professional competence; workplace interaction fostered soft skills; and workplace challenges supported resilience and adaptability. Integrated findings suggest that authentic workplace participation, industrial supervision, and collaborative interaction were important experiences supporting students’ work readiness. The findings highlight the value of structured workplace learning and mentoring in vocational education.

STUDENTS’ KNOWLEDGE AND SKILLS IN BEAUTY CONTENT CREATION: A DESCRIPTIVE STUDY IN HIGHER EDUCATION

Reza Agrestia — 2026-08-19

The rapid growth of social media has increased the need for students in the Cosmetology and Beauty Education Study Program to develop knowledge and skills in beauty content creation as essential competencies in the digital era. However, previous studies have predominantly examined beauty content from audience responses, consumer interest, purchasing decisions, and digital marketing perspectives, while limited attention has been given to students’ self-reported knowledge and skills in beauty content creation. This study aimed to analyze students’ self-reported knowledge and skills in beauty content creation. A quantitative approach with a descriptive research design was employed involving 55 students from the 2022 cohort at Universitas Negeri Padang, selected through total sampling. Data were collected using a questionnaire and analyzed using descriptive statistics and the Respondent Achievement Level (TCR). The findings showed that students’ knowledge was categorized as very high, with an average TCR of 87.32%, while their skills were also categorized as very high, with an average TCR of 87.01%. The contribution of this study lies in providing a profile of students’ self-reported knowledge and skills in beauty content creation by integrating knowledge and skills as two dimensions relevant to digital content creation in beauty education. Theoretically, this study contributes empirical evidence to digital competence in beauty education by highlighting the importance of beauty-related knowledge and content-creation skills in conceptualizing, producing, and communicating content through social media. These findings provide a basis for improving digital content-based learning and strengthening students’ knowledge and skills for the evolving beauty industry.

FACTORS SHAPING STUDENTS' POSITIVE AND NEGATIVE ATTITUDES TOWARD MYSPADA LMS IN A PHRASE CONSTRUCTING COURSE

Wanda Elya Suci Amanah — 2026-08-27

Learning Management Systems (LMS) are routine infrastructure in higher education. This study aimed to identify the factors shaping students' positive and negative attitudes toward My Spada LMS in a Phrase Constructing course and to interpret these factors through the Technology Acceptance Model (TAM). A descriptive qualitative design was used with open-ended questionnaire responses from 43 students and semi-structured follow-up interviews with four purposively selected participants. Thematic analysis produced six first-order themes organized into three higher-order dimensions. Pedagogical affordances comprised centralized access to learning materials, learning flexibility, and improved task management; technological friction comprised technical access problems and system instability; and instructional orchestration concerned inconsistent lecturer use of the platform. The first two dimensions illuminate course-level experiences of perceived usefulness and perceived ease of use, whereas instructional orchestration shows that available LMS functions become pedagogically meaningful only when they are consistently organized, explained, and integrated into learning activities. The study contributes a pedagogically situated interpretation of technology acceptance in English language education by showing that students' attitudes emerge from the interaction of platform affordances, technical reliability, and lecturer enactment. The findings suggest that reliable access should be accompanied by coherent course organization, clear task sequencing, and consistent guidance so that My Spada functions as part of the learning design rather than merely as a repository or submission channel.

THE MEDIATING ROLE OF ACADEMIC SELF-EFFICACY ON THE RELATIONSHIP BETWEEN ACADEMIC PRESSURE AND STUDENT WELL-BEING

Iwan Prasetyo — 2026-08-27

Although there has been extensive research on the negative impact of academic pressure on students’ well-being, studies examining the psychological mechanisms capable of mitigating these effects remain scarce, particularly in the education sector. Therefore, the purpose of this study is to examine the impact of academic pressure on students’ well-being, with self-efficacy as a mediating factor and teachers’ emotional support as a moderating factor in this relationship. A cross-sectional quantitative survey was conducted, covering a sample of 308 high school students. The data were analyzed using the Smart PLS 4.0 application through partial least squares structural equation modeling (PLS-SEM). The findings indicate that academic pressure is a significant predictor of student well-being (β = 0.428, p < 0.001) and self-efficacy (β = 0.486, p < 0.001), while self-efficacy is found to significantly enhance student well-being (β = 0.433, p < 0.001). Self-efficacy was identified as a partial mediator in the relationship between academic pressure and student well-being (β = 0.210, p < 0.001). Contribution of this study is the use of psychological mechanisms to mitigate the negative impact of academic pressure on student well-being. This differs from previous studies that explored this relationship directly. The findings of this study have practical implications for educators and policymakers by emphasizing the importance of strengthening students’ self-efficacy and creating an emotionally supportive classroom environment to enhance student well-being

AN OVERVIEW OF READING CORNER UTILIZATION IN SUPPORTING STUDENTS' READING LITERACY AT SDN 4 DAWUAN

Winken Sutralina — 2026-08-28

Reading literacy among Indonesian elementary school students remains below international standards, while classroom reading corners as part of the School Literacy Movement (GLS) have received limited attention at the classroom level, particularly among upper-grade students. This study aims to describe the reading literacy of Grade IV–VI students at SDN 4 Dawuan, Cirebon Regency, and the utilization of the classroom reading corner in terms of design, book availability, time management, and student participation. A descriptive qualitative approach supplemented by simple descriptive quantitative data was employed, involving one principal, two teachers, and 15 students. Data were collected through a reading literacy test based on Barrett’s Taxonomy, semi-structured interviews, structured observations, a four-point Likert-scale questionnaire, and documentation. Data were analyzed through reduction, display, and conclusion drawing, with validity established through source and method triangulation. Results showed reading literacy scores ranging from 37 to 100, with a mean of 67.53. All four comprehension indicators were in the strong category, with appreciation highest and evaluation lowest. Reading corner utilization received positive responses ranging from 65% to 88% across all aspects. The main obstacles were limited book collections, simple facilities, and budget constraints.

TRANSFORMING ALAS LOCAL WISDOM INTO LEGAL EDUCATION: STRENGTHENING CULTURAL PRESERVATION AND YOUTH CHARACTER

Umaidi Umaidi — 2026-09-16

Local wisdom is recognized as a potential educational resource, yet limited empirical research has examined how culturally embedded values can be systematically transformed into contextual legal education within indigenous communities in Indonesia. This study investigates the local wisdom of the Alas people in Southeast Aceh and examines how culturally embedded values may be interpreted and transformed into resources for legal education. Using a qualitative descriptive-interpretive design, the study involved 20 purposively selected informants comprising traditional leaders, religious figures, and educators with knowledge of Alas culture, customary norms, social practices, and their educational relevance. Data were collected through semi-structured in-depth interviews, observation, and documentation and analyzed through data condensation, data display, conclusion drawing and verification, thematic analysis, and theoretical interpretation. The findings identified eight interrelated values relevant to legal education: responsibility, deliberation, solidarity, respect, adherence to social norms, justice, mutual cooperation, and social responsibility. The analysis further indicates that these values can be conceptually transformed through four interconnected stages: identification, interpretation, reconstruction, and integration. The study proposes this framework as a contextually grounded mechanism connecting local wisdom, legal culture, and legal education. Its contribution lies in advancing local wisdom from cultural content toward a process of critical interpretation and pedagogical reconstruction.