Journal of Science and Education (JSE)

Quality Management of Academic Supervision by Principals in Improving Elementary School Teachers' Performance: A Qualitative Study at SD IT Matahati and SD Al-Falah Boarding School, Bandung Regency

2025-01-28T22:32:46+07:00

The gap that occurs in elementary schools is related to the principal's academic supervision between performance demands that are still suboptimal. However, the function of the principal's academic supervision in improving the performance of elementary school teachers remains suboptimal. This study aimed to determine and analyze the planning, implementation, evaluation, follow-up, constraints, and solutions for improving the performance of elementary school teachers. The approach used was a descriptive qualitative method with data collection techniques through observation, interviews, documentation studies, and triangulation. The results of this study show that (1) the principal's academic supervision planning is based on objectives, making supervision schedules, compiling supervision instruments, and analyzing schoolwork programs; (2) implementation through classroom visits, classroom observations, and providing learning tools; and (3) evaluation consisting of mastery of material and communication with students. (3) Evaluation, consisting of mastery of material, communication with students, types and evaluation techniques; (4) follow-up, enrichment, improvement, coaching, reflection and reporting; (5) obstacles, namely the lack of linear education personnel, inadequate facilities, and late payment of tuition fees for some students; (6) solutions for human resources, namely the procurement of teachers who are in accordance with the needs of elementary schools, namely PGSD graduates and training such as in-house training (IHT), seminars, and workshops in developing teacher soft skills. Facilities and infrastructure solutions, namely procurement of new classes and adequate fields for teaching and learning activities. The financing solution is the school's cooperation with student guardians in terms of tuition payments and home visits when payments are due with a prior notification letter from the school. billing either in the form of a certificate, informing via wa or telephone, and finally, through home visits to student guardians for those who are late in paying.

Strengthening Teacher-Parent Collaboration in Moral Education: A Case Study at Islamic Boarding Schools Al-Izz Sukabumi

2025-01-28T22:34:45+07:00

The collaboration between teachers and parents in shaping the moral character of students in Islamic boarding schools is crucial yet often overlooked. This study aims to analyze the collaboration between teachers and parents in shaping students' moral character at Islamic boarding schools Al-Izz Sukabumi. This research employs a qualitative case study approach to explore the planning, implementation, and evaluation of teacher-parent collaboration. Data were collected through in-depth interviews, observations, and documentation involving teachers, parents, and school administrators. Thematic analysis was conducted to identify key patterns and challenges in fostering students' moral development. Findings reveal that the collaboration is planned through meetings, home visits, and communication via digital platforms such as WhatsApp groups. The implementation involves joint activities such as parenting workshops and counseling sessions. Evaluation is conducted regularly through meetings and feedback mechanisms. Challenges include parental disengagement due to economic constraints, generational gaps, and limited awareness of their role in moral education. Effective collaboration between teachers and parents enhances students' moral development by providing consistent guidance at home and school. Improved communication and active parental involvement are critical in addressing behavioral challenges. The study suggests strengthening communication channels and developing more inclusive programs to foster parental engagement. Teacher-parent collaboration significantly impacts students' moral character development in Islamic boarding schools. Strengthening communication and parental involvement can enhance the effectiveness of moral education efforts. Further research is recommended to explore similar collaborations in different educational settings.

Management of Lecturer Certification in Standardizing the Lecturer Profession Within the Ministry of Religious Affairs (Study on the Directorate General of Islamic Education)

2025-01-28T22:35:41+07:00

This research is motivated by the phenomenon that there are still many PTKI (Perguruan Tinggi Keagamaan Islam) lecturers who still have not had the opportunity to take part in Educator Certification for Lecturers who until 2023 have not been certified as many as 16,349 lecturers or 41.67% of the total PTKI lecturers of 39,452 lecturers and the low quota of certification participants within the Directorate General of Islamic Education. In 2023, as many as 1,724 PTKI lecturers have been successfully certified, with 69% of them coming from Private PTKI (PTKIS) and 31% from State PTKI (PTKIN) based on data from the Ministry of Religion of the Republic of Indonesia. The research generally aims to describe and analyse the management of lecturer certification in effort to standardise the lecturer profession at the Directorate General of Islamic Education which includes management functions of planning, organising, actuating, and controlling. This research is a qualitative research with descriptive approach. The data collection techniques used are documentation, observation and interviews. The theoretical basis used: 1) Management Theory by George R. Terry; 2) Human Resource Management Theory; dan 3) Undang-undang (UU) Nomor 14 Tahun 2005 tentang Guru dan Dosen with all its derivative regulations. The results of the study illustrate that the implementation of lecturer certification does not have a strong legal basis after 2015 and in budgeting it has not received much attention even though it is mandatory. In the organisation there is a potential for delaying opportunities for universities that have met the requirements to become PTPS (Perguruan Tinggi Penyelenggara Serdos); Implementation of lecturer certification in general has fulfilled the provisions of the lecturer certification guidelines both managed by the Directorate of PTKI and those carried out by the Certification Implementation Committee located at PTPS and in controlling the implementation of certification using an internal approach carried out by elements in PTPS through the Quality Assurance Organization and the Inspectorate General of the Ministry of Religious Affairs and external approaches are the responsibility of external supervisory apparatus, the Audit Board of the Republic of Indonesia.

Skill Improvement for Vocational High School Graduates through Hybrid Learning: A Case Study of SMK Negeri 7 Bandung

2025-03-02T13:02:57+07:00

Vocational education in Indonesia faces the challenge of ensuring that graduates have the skills that match industry requirements. The hybrid learning model, which combines online and face-to-face methods, is increasingly being adopted as a strategy to improve the quality of graduates’ learning. This investigation examines the efficacy of hybrid learning in enhancing students' technical and interpersonal competencies, while also exploring their perceptions of this educational model at SMK Negeri 7 Bandung. This study used a mixed-methods approach, with quantitative data collected through surveys and pre- and post-intervention assessments, and qualitative data obtained through interviews and classroom observations. The sample consisted of students enrolled in various vocational programs, and the data were analyzed using descriptive statistics and thematic analysis. Hybrid learning contributed to a 25% improvement in technical skills and a 30% improvement in soft skills (communication, teamwork, and problem-solving). A total of 85% of students expressed satisfaction with this model, with flexibility and accessibility being the main factors. However, some students faced challenges in adapting to technology. Hybrid learning is effective in improving the skills and job readiness of vocational high school students, but its implementation requires support in the form of technology training and curriculum adjustment.

Improving Midwifery Education: A Strategic Approach to Strengthening Character Development for Professional Excellence

2025-03-02T13:04:29+07:00

Character education in midwifery is essential, as the profession demands not only academic competence but also ethical conduct in providing health services. Midwifery professionals must embody high integrity, empathy, professionalism, and the ability to maintain dignity. However, the integration of character education into midwifery education remains insufficient because of challenges, such as inadequate curriculum integration, limited teaching resources, lack of field experience, and ineffective character evaluation. This study utilizes George Robert Terry’s management principles and Thomas Lickona’s character education framework, alongside Ministry of Health standards, to analyze the management of Character Education Strengthening (CES) in improving graduate quality at the DIII Midwifery Program at Universitas Faletehan Banten and STIKes Widya Dharma Husada Tangerang. Using a qualitative case study approach, the data were collected through interviews, observations, and documentation. The results showed that systematic CES management, encompassing planning, organising, implementing, and evaluating, significantly enhances both the character and competence of midwifery graduates, aligning them with professional standards and ethics. Challenges such as limited human resources and resistance to character education integration can be addressed by enhancing lecturer training and raising awareness of its importance for community services. Therefore, operational standards for midwifery character education are essential for producing graduates who excel academically and possess strong professional ethics, benefiting both the profession and society.

Food as a Cultural Text: An Analysis of Gastrocriticism on the Clean Tradition of Javanese Villages: A Literature Review

2026-02-24T12:25:52+07:00

This research aims to examine food as a cultural text in the Javanese Village Clean tradition through the perspective of gastrocriticism with a Systematic Literature Review (SLR) approach. A total of 25 selected articles were analyzed using the PRISMA flow to explore how food functions as a symbol, a medium of communication, and a representation of cultural identity in the context of Javanese rituals. The results of the study show that ritual foods such as tumpeng, jenang, and offerings have a construction of meaning related to Javanese cosmology, social solidarity, and community value structure. An analysis of the cultural theories of Barthes, Douglas, and Lévi-Strauss reveals that food is not only an object of consumption, but also a system of signs that negotiates man's relationship with nature, ancestors, and communities. Most previous studies have focused on symbolic or ethnographic aspects, while this study found gaps in the integration of culinary discourse analysis with the dynamics of modernity. These findings confirm the need for a multidisciplinary approach to reading food as a cultural text, while also opening up space for further research on the transformation of traditional culinary meanings in contemporary social change. Thus, this study makes a conceptual and methodological contribution to the development of culinary cultural studies, especially in the context of Javanese rituals.

The Effect of Self-Regulated Learning (SRL) on Career Maturity with Family Support as a Mediation

2026-02-20T12:13:12+07:00

This study aims to analyze the influence of self-regulated learning on career maturity of Royal Kisaran University students and examine the role of family support as a mediator variable in this relationship. The study used a quantitative approach with a non-experimental design. The study population was active final-semester students of Royal Kisaran University with a sample of 200 respondents selected using a purposive sampling technique. Data collection was conducted through an online questionnaire using the Self-Regulated Learning Scale, Career Adapt-Abilities Scale (CAAS), and Perceived Social Support–Family Scale (PSS-Fa) scales that have been adapted to the Indonesian context. Data analysis was performed using covariance-based SEM with the JASP 0.19.3.0 program. The results showed that self-regulated learning had a positive and significant effect on career maturity (β = 0.471; p < 0.001), while family support had a positive and significant effect on self-regulated learning (β = 0.492; p < 0.001), and career maturity (β = 0.487; p < 0.001). Furthermore, there was an indirect effect of self-regulated learning on career maturity through family support as a mediator (β = 0.239; p < 0.001). These findings indicate that self-regulation skills in learning and family support play a crucial role in enhancing students' readiness for the world of work. Therefore, strengthening learning independence and optimizing family support are strategic factors in developing students' career maturity.

UI/UX Design of Higher Education Academic Information System for Users with Low Digital Literacy

2026-04-15T16:15:52+07:00

Academic Information Systems (AIS) play a crucial role in supporting academic activities at universities. However, at STIE Indonesia Pontianak, academic information management is still partially conducted manually and is difficult to access; additionally, some students have low digital literacy, which causes difficulties in using complex systems. This study aims to design a simple and user-friendly AIS interface prototype using a User-Centered Design (UCD) approach within the framework of the Design Science Research Methodology (DSRM). Data collection was conducted through observation using the think-aloud method and interviews. The design outcome, a high-fidelity prototype, was then evaluated using task-based usability testing and the System Usability Scale (SUS). Test results showed that the success rate for the low digital literacy group was 99%, while for the high digital literacy group it reached 100%. SUS scores indicated that the low literacy group received a score of 69 (marginal category), while the high literacy group received a score of 81.4 (acceptable category). These results indicate that the prototype has good usability, but still requires improvement for users with low digital literacy. The resulting prototype can serve as a reference in the development of user-centered AIS.

The Effect of Internship Activities and Learning Motivation in the Automotive Industry on the Work Readiness of Automotive Students at SMK Negeri 3 Yogyakarta

2026-06-04T14:55:48+07:00

Work readiness acts as a crucial measure of the effectiveness of vocational education in equipping graduates to meet the demands of businesses and the industrial sector. The purpose of this research is to explore how internship experiences and motivation for learning impact the work readiness of vocational high school students focused on automotive engineering. A quantitative methodology was used with an ex post facto design. The study involved a sample of 125 students who were chosen through a technique of proportional random sampling. Data was gathered via a questionnaire designed with a four-point Likert scale. The analysis utilized descriptive statistics, analysis of variance (ANOVA), and multiple linear regression conducted with SPSS software. The results indicate that both internship experiences and motivation for learning have a positive and significant influence on the work readiness of students. Specifically, internship activities and learning motivation each contribute favorably to enhancing work readiness. Concurrently, these variables collectively account for the majority of variance in students' work readiness. These findings suggest that enhancing internship program quality and strengthening learning motivation should be prioritized by educational institutions in preparing graduates ready for the workforce

Social Science Education Learning Model Based on Baduy Luar Local Culture for Elementary Students

2026-05-29T08:09:31+07:00

Social studies education is a subject designed to equip students with knowledge, social skills, and positive attitudes. Therefore, an in-depth learning approach can serve as an alternative to enhance pedagogical practices for elementary school students. The enhancement of pedagogical practices must also be supported by the implementation of appropriate learning models for elementary school students. This study aims to analyze the role of a social studies learning model based on the local culture of the Baduy Luar community. A qualitative approach with a case study design was used to explore the culture-based learning model. Data collection was conducted through in-depth interviews with five elementary school teachers and five fifth-grade elementary school students in Lebak Regency, Banten Province. Additionally, participatory observation and documentation were carried out. The results of this study indicate that a local culture-based learning model can support a meaningful and in-depth learning process. This is evident in the students’ ability to understand the way of life of the Baduy Luar community, such as preserving and respecting the environment. This learning model also encourages teachers and students to create a mindful learning environment where students can understand learning objectives and are intrinsically motivated to learn. This study has implications suggesting that a learning model based on local culture can support students’ ability to construct their own knowledge and apply it in real life. Thus, the cultural values of the Baduy Luar community can serve as a foundation for students to identify and analyze situations in their surrounding environment. Additionally, students can deepen their sense of love for their region

The Role of Product Innovation in Increasing Competitiveness UMKM in the Post-Pandemic Era

2026-01-09T10:41:29+07:00

The Covid-19 pandemic has significantly impacted the sustainability of Micro, Small, and Medium Enterprises (UMKM), particularly in terms of business competitiveness. In the post-pandemic era, product innovation has become a key strategy in maintaining and enhancing UMKM competitiveness. This study aims to analyze the role of product innovation in enhancing UMKM competitiveness in the post-pandemic era. The research method used is a quantitative approach with data collection techniques through questionnaires to UMKM actors. Data were analyzed using regression analysis to determine the effect of product innovation on competitiveness. The results show that product innovation has a positive and significant effect on UMKM competitiveness. Innovation in the form of improving product quality, design, packaging, and product variety has been proven to increase consumer purchasing interest and expand market share. Thus, product innovation is a crucial factor that UMKM actors must continue to develop to survive and compete sustainably in the post-pandemic era.

Enhancing Students' Interpersonal Competence Through Outdoor Learning Space-Based Learning: A Case Study at SMAIT Balikpapan, Indonesia

2026-07-04T21:39:42+07:00

Interpersonal competence is an essential skill that should be developed among students to prepare them for social life and future professional challenges. However, classroom instruction remains predominantly teacher-centered, providing limited opportunities for students to develop communication, collaboration, empathy, and conflict-resolution skills. This study aimed to describe the implementation of Outdoor Learning Space (OLS) in enhancing students' interpersonal competence at SMAIT Istiqamah Balikpapan Selatan. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, vice principal for curriculum affairs, head of the asset department, teachers, the Outdoor Character Building (OCB) coordinator, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Trustworthiness was ensured through source and methodological triangulation. The findings revealed that OLS enhanced students' interpersonal competence through four interconnected components: experiential learning, collaborative discussion and group work, Outdoor Character Building (OCB) activities, and teachers' roles as facilitators. These components created authentic learning experiences that fostered communication, collaboration, empathy, leadership, and constructive conflict-resolution skills. The study concludes that OLS functions not merely as an outdoor learning environment but as a holistic learning ecosystem that simultaneously promotes academic achievement and students' interpersonal competence.

The Application of the Principle of Collaborative Governance in the Management of Beggars, Homeless People, and the Displaced (PGOT) in the City of Cirebon

2026-06-17T21:49:36+07:00

PGOT refers to beggars, vagrants, and the impoverished, recognized as marginalized groups reliant on public spaces for survival. This research investigates the use of collaborative governance principles in managing PGOT in Cirebon city. Utilizing a descriptive qualitative methodology with a case study approach, the study focuses on documenting, analyzing, and interpreting the relevant phenomena. Data analysis is grounded in the Collaborative Governance theory by Chris Ansell and Alison Gash (2008), particularly in relation to local government agencies such as the Population and Civil Registration Office (Disdukcapil), the Health Department, the Social Affairs Department, and the Public Order Agency (Satpol PP). The findings reveal that while initial collaboration among local government agencies exists, it is primarily sectoral, ad hoc, and lacks sustainable integration. Institutional design is bolstered by a solid legal framework established through Local Regulation No. 13 of 2019, along with Memorandums of Understanding between agencies; however, these have not yet led to comprehensive collaborative services. In terms of facilitative leadership, there is a lack of effective collaborative leadership that allocates value, as leaders' roles are limited to formal coordination. Although trust and commitment among stakeholders have been fostered, collaboration remains selective and conditional, primarily responding to PGOT during enforcement operations or emergency situations. Major challenges include limited financial resources, weak regulatory enforcement, and persistent reliance on street-based livelihoods, while opportunities for strengthening collaboration lie in the engagement of social partners, the utilization of digital governance, and community-based preventive approaches.

Developing Creative Competence in Chemistry Education Through International Assessment Tasks

2026-07-13T14:21:08+07:00

This study examined an international assessment-based methodology for developing creative competence in academic-lyceum chemistry education. A 2023-2026 quasi-experiment involved 744 students from three Uzbek academic lyceums: 374 in experimental groups and 370 in control groups. The intervention combined PISA creative-thinking tasks, TIMSS knowing-applying-reasoning tasks, graph problems, contextual cases, experimental projects, STEAM activities, digital resources, and open-ended problem solving. Creative competence was assessed through divergent thinking, scientific transfer, originality, and scientific justification, operationalised with a rubric-based level scale. Final excellent/good performance reached 80.5% in experimental groups and 55.9% in controls. Recalculation from the raw four-level contingency table showed a significant pooled effect, χ²(3, N = 744) = 72.565, p < .001, Cramér’s V = .312. Site-level tests were also significant, although low expected counts in unsatisfactory cells required a merged-category sensitivity check. The findings support the effectiveness of the integrated methodology, while component-specific effects require future dismantling studies.

Trends and Effectiveness of Indonesian Language Learning Models: A Systematic Literature Review (SLR)

2026-05-29T08:19:54+07:00

Indonesian language learning has a strategic role in developing literacy skills, critical thinking skills, and communicative skills of students at various levels of education. Curriculum changes, technological developments, and 21st-century skills need demand more varied, innovative, and adaptive learning models. However, previous research has shown that the use of learning mod-els in the classroom is still not optimal, while teachers need empirical refer-ences regarding effective learning models. This study aims to map the trends and effectiveness of various Indonesian language learning models through the Systematic Literature Review (SLR) approach. The research method fol-lowed the PRISMA protocol by analyzing 24 selected articles from national and international databases. The results of the analysis showed that con-structivism-based models such as Problem-Based Learning, Project-Based Learning, Discovery Learning, and Cooperative Learning more consistently improved the ability to read, write, speak, and think critically. In addition, learning trends show a shift towards a collaborative and integrative approach that is relevant to the Independent Curriculum. The discussion emphasized that the effectiveness of each model is greatly influenced by the learning context, student characteristics, and digital media support. This research contributes in the form of comprehensive mapping to assist teachers and re-searchers in determining learning strategies that are more effective and re-sponsive to the needs of Indonesian language learning

Developing University Students’ Scientific Literacy Through Ecology Tasks from International Assessments

2026-07-13T16:38:13+07:00

This study investigates the effectiveness of ecology-related tasks aligned with international assessment frameworks for developing university students’ scientific literacy in the Fundamentals of Ecology course. A controlled pedagogical experiment was conducted in 2023-2026 at Chirchiq State Pedagogical University, Samarkand State Pedagogical Institute, and Gulistan State University with 526 students: 261 in experimental groups and 265 in control groups. Experimental groups worked with contextual ecological problems, graph/table interpretation, case studies, mini-projects, and evidence-based decision tasks; control groups followed conventional instruction. Scientific literacy was operationalised through cognitive, practical, motivational-value, and reflective-evaluative components and classified into excellent, good, satisfactory, and unsatisfactory levels. Baseline equivalence was supported by a four-level chi-square test (χ²=0.106, df=3, p=.991). At final assessment, the four-level distribution differed significantly between groups (χ²=28.424, df=3, p<.001, Cramér’s V=.232). High achievement reached 67.8% in experimental groups and 55.5% in control groups. The findings support the effectiveness of the integrated methodology, while component-specific effects require further study.

Developing Students' God-Conscious Character through FASTI-Based Islamic Entrepreneurship

2026-07-13T14:14:11+07:00

The implementation of entrepreneurship education in Islamic schools aims not only to develop entrepreneurial competencies but also to foster students' God-conscious character through the enactment of Islamic values. However, previous studies have paid limited attention to the implementation of Islamic entrepreneurship that integrates FASTI values as a mechanism for developing God-conscious character in Islamic schools. This study aims to analyze the implementation of Islamic entrepreneurship in fostering students' God-conscious character at SMPIT Istiqamah Balikpapan by employing the POAC (Planning, Organizing, Actuating, and Controlling) management functions as the analytical framework for program implementation. A qualitative case study approach was adopted. Participants were purposively selected and included the principal, the vice principal for curriculum affairs, and teachers responsible for implementing the Islamic entrepreneurship program. Data were collected through interviews, observations, and document analysis and were analyzed using the Miles and Huberman interactive model with the support of qualitative data analysis software. The findings reveal that the implementation of Islamic entrepreneurship through project-based learning facilitates the enactment of FASTI values, thereby contributing to the development of students' God-conscious character. This character is reflected in enhanced religious awareness, honesty, responsibility, respectful communication, the application of Islamic business ethics, and social responsibility. The study proposes an implementation model of Islamic entrepreneurship that integrates project-based learning and the enactment of FASTI values as a conceptual framework for fostering God-conscious character in Islamic schools.

The Implementation of Career Guidance Services in Enhancing Students' Readiness for Admission to Public Universities

2026-07-13T14:23:13+07:00

Students' readiness for admission to State Universities (PTN) requires systematic and sustained career guidance services. This study explores the implementation of career guidance services at SMAIT Istiqamah Balikpapan in supporting students' readiness for higher education. A descriptive qualitative approach was employed involving the principal, vice principals, guidance and counseling teachers, homeroom teachers, and teachers responsible for university preparation. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that career guidance is implemented continuously from Grade 10 through four integrated services: information and further study exploration, counseling and major selection assistance, academic readiness strengthening, and psychological and administrative support. These services are collaboratively delivered by school leaders, teachers, parents, alumni, and external partners. According to school staff, the integrated implementation of these services supports students in understanding higher education options, selecting appropriate study programs, strengthening academic preparation, and enhancing confidence for university admission. The findings highlight the importance of sustained, collaborative career guidance in facilitating students' readiness for higher education.

Improving the Integration Between Professional Development and Employment in Pedagogical Higher Education

2026-07-14T17:03:44+07:00

This article examines the problem of improving the integration between professional development and employment outcomes for students and graduates of pedagogical higher education institutions. Official statistics from Uzbekistan show that, despite an overall increase in teaching personnel, their regional distribution remains uneven, reflecting insufficient linkage between teacher preparation and regional labor market demand. Although international literature extensively discusses work-integrated learning and career education pedagogy, these approaches generally do not account for the two-stage nature of teacher education or the regional mismatch between teacher supply and demand. The scientific novelty lies in proposing a six-component continuous integration model incorporating a regional alignment mechanism that, to the author’s knowledge, has not been systematically combined in this form in prior literature. The proposed model is a conceptual framework, developed through literature analysis and secondary statistical analysis rather than empirical testing, linking admission quotas, curriculum design, and graduate placement with regional teacher-demand data. The article describes the model’s structural components, illustrates its central Regional Alignment Module with a hypothetical example, and outlines implementation mechanisms and feasibility constraints. The findings offer a conceptual basis for institutional leaders, policymakers, and regional authorities seeking to align teacher education with labor market needs, pending empirical validation.

Effective Mechanisms for Implementing School Strategy Based on Digital Management Platforms

2026-07-20T14:29:28+07:00

Schools everywhere are being asked to run themselves more like data-driven organizations, and digital management platforms are usually presented as the tool that will make this possible. This article synthesizes literature from multiple national and resource contexts using an integrative (narrative) review method, examining what separates cases where a platform genuinely changed how a school operates from cases where it became just another administrative burden. Five interacting mechanisms emerge from this synthesis: strategic alignment, capacity-building, infrastructural readiness, leadership and governance, and continuous monitoring. The study's theoretical contribution lies not in listing these factors separately, but in modeling their interdependence (e.g., infrastructure as a precondition for capacity-building, leadership shaping monitoring) and in showing how AI-enabled decision-support systems may extend this framework. The article concludes that a platform's strategic value comes from the organizational work built around it rather than its technical sophistication, and recommends that the proposed model be empirically tested through future multi-case studies.

Integrated School Branding Strategies for Rebuilding Public Trust: A Case Study of an Islamic Private Junior High School in Indonesia

2026-07-19T21:55:24+07:00

Public trust is a critical determinant of the sustainability and competitiveness of private schools in an increasingly competitive educational environment. This study aims to analyze the integrated school branding strategies implemented by SMPIT Istiqamah Balikpapan to rebuild public trust following a decline in student enrollment. A qualitative case study design was employed to obtain an in-depth understanding of the branding practices adopted by the school. Data were collected through semi-structured interviews with 15 purposively selected participants, including the principal, foundation representatives, the Student Admission Committee (SPMB) coordinator, vice principals, teachers, administrative staff, and a school committee representative. The interview data were complemented by observations and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings reveal five interrelated branding strategies that contributed to rebuilding public trust: (1) strengthening school identity through the alignment of vision, graduate competency standards, and school culture; (2) expanding strategic partnerships with government agencies, community organizations, industries, and international institutions; (3) developing achievement-based branding by systematically promoting academic and non-academic excellence; (4) strengthening student admission services (SPMB) through scholarship programs, service excellence, and responsive communication; and (5) implementing integrated promotional communication that combines digital branding, experiential marketing, and positive word-of-mouth. These strategies collectively enhanced institutional reputation, strengthened stakeholder engagement, and contributed to increased student enrollment. This study proposes an integrated school branding perspective, emphasizing that sustainable public trust is built through the interaction of institutional identity, educational quality, stakeholder relationships, service excellence, and strategic communication rather than through promotional activities alone. The findings provide practical implications for school leaders and policymakers seeking to strengthen the competitiveness and long-term sustainability of private educational institutions.

The Psychological and Pedagogical Aspects of Developing Deontological Competence in Medical Students

2026-07-03T16:29:47+07:00

The modernization of healthcare systems and the growing complexity of medical practice require physicians who possess not only clinical expertise but also strong ethical principles and professional responsibility. Deontological competence has become one of the key indicators of professional readiness in medical education, yet existing literature rarely explains how its psychological and pedagogical mechanisms interact, or how curricula should pair them deliberately. This article addresses that gap. It examines four psychological mechanisms, professional self-awareness, reflection, empathy and emotional intelligence, and professional identity formation, and five pedagogical mechanisms, the axiological approach, contextual learning, simulation-based learning, participatory technologies, and the hidden curriculum and mentorship, showing how each pair develops specific deontological duties such as informed consent, confidentiality, and truth-telling. Building on this analysis, the article proposes an integrated psychological-pedagogical model that links each mechanism to a corresponding assessment strategy, including reflective portfolios, objective structured clinical examination ethics stations, and the Professionalism Mini-Evaluation Exercise. The findings demonstrate that deontological competence is an integrative quality formed through the interaction of psychological development, pedagogical influence, and assessment, and argue for its deliberate, rather than incidental, cultivation within post-Soviet medical curricula.

Developing the Socio-Cultural Environment in General Secondary Schools: Pedagogical Mechanisms and Implementation Model

2026-08-02T14:38:46+07:00

The development of the socio-cultural environment in general secondary schools has become a priority of contemporary educational policy because of its influence on students' socialization, value formation, civic responsibility, and social competence. This study aimed to substantiate the theoretical and methodological foundations of pedagogical mechanisms for developing the socio-cultural environment and to evaluate their effectiveness through pedagogical experimentation. A mixed-methods research design was employed involving 800 participants (160 teachers and 640 students) from eight general secondary schools in Fergana Region, Khorezm Region, and Tashkent City. Data were collected through questionnaires, interviews, classroom observations, document analysis, expert assessment, and pedagogical experiments. Pearson's chi-square test was used to determine statistical significance. The findings demonstrated that the effectiveness of the socio-cultural environment depends on the integration of five interconnected components: value-oriented, subject-oriented, activity-based, environmental, and management. Following the implementation of the proposed pedagogical mechanisms, the overall level of socio-cultural environment development increased from 59.4% to 83.6%, with statistically significant differences across all indicators (p < .001). The study developed a conceptual model and implementation algorithm that can be applied in general secondary schools to strengthen socio-cultural environments, improve educational quality, and support evidence-based educational management.

Using TIMSS International Assessment to Develop Natural Science Literacy in Prospective Chemistry Teachers

2026-08-11T17:08:29+07:00

This study addresses the problem of preparing prospective chemistry teachers for the cognitive requirements of TIMSS and, through this preparation, developing their natural science literacy. The objective was to design and empirically test a methodology for developing natural science literacy in prospective chemistry teachers based on TIMSS-type tasks. A quasi-experimental design with control and experimental groups was applied at three Uzbek higher education institutions (Navoiy State University, Urganch State Pedagogical Institute and Termez State Pedagogical Institute) during 2023-2026, involving 434 second- and third-year chemistry-major students. Experimental groups studied Inorganic Chemistry, Organic Chemistry and Methods of Teaching Chemistry through graphic-design, context-based tasks aligned with the TIMSS cognitive domains of knowing, applying and reasoning, while control groups received traditional instruction. Reliability of the differences was verified using Pearson's chi-square criterion. Observed values (8.72-9.36, mean 9.13) exceeded the critical value (7.815, p=0.05, df=2) at all institutions, confirming statistical significance. Experimental groups achieved 16.8% higher overall performance than control groups. It is concluded that systematic integration of TIMSS-type context tasks into chemistry teacher training curricula effectively develops natural science literacy, and corresponding recommendations for curriculum design and teacher-training modules are proposed.

Enhancing EFL Learners' Coherent Expression Competence With The Help Of Artificial Intelligence

2026-08-13T22:16:02+07:00

Improving learners' capability to express their views coherently is one of the common challenges in the classrooms of English as a Foreign Language (EFL). Even though learners often show adequate vocabulary and good knowledge in grammar, many of them face challenges when it comes to organizing ideas in a logical way and creating coherent verbal and written discourse. The current study suggests a Four-Stage AI-Supported Instructional Model which is designed to develop students' coherent expression ability through communicative and technology-assisted instruction. The methodology includes idea generation, logical planning, coherent production, and reflective revision with the pedagogical use of artificial intelligence tools. A quasi-experimental design among secondary school EFL learners was implemented to test how the proposed model could work. To evaluate students' progress, Classroom observations, speaking and writing assessment rubrics, and learner feedback were used. The results show that structured communicative activities assisted by AI-supported feedback can promote students' confidence, discourse organization, and logical sequencing of ideas. The current instructional model proposes practical implications for English language teachers looking for the ways to integrate modern educational technologies in communicative language teaching.

Social Themes and Their Poetic Nature in Modern Uzbek Poetry

2026-08-13T22:16:39+07:00

The article examines the expression of social issues in modern Uzbek poetry. It analyzes sociality not as a direct reflection of social problems, but as a complex aesthetic category realized through poetic imagery, metaphor, symbol, irony, lyrical experience, and cultural codes. The study relies on the theoretical views of V. Belinsky, M. Bakhtin, R. Williams, Y. Lotman, T. Eagleton, and Y. Tynyanov. Special attention is paid to the interpretation of social problems in Jontemir Jondor’s poem “Kartina”, where everyday scenes reveal deeper issues such as consumerism, alienation, the weakening of national values, and spiritual crisis. The article concludes that sociality in modern Uzbek poetry functions as an important element of poetic thinking and requires a systematic literary analysis.

Collaborative by Design, Fragmented in Delivery: A Scoping Review of National Digital Talent Programmes

2026-08-11T17:00:44+07:00

Governments across income groups now fund national programmes to build digital talent, yet whether they work, and how anyone would know, remains unclear. This scoping review maps how their performance is conceptualised, measured and governed. Following established scoping review guidance, we searched Scopus and screened 265 records against criteria fixed in advance, retaining 25 peer-reviewed reports published between 2018 and 2026. Data were charted using a 67-variable form; 98 governance mechanisms and 105 performance indicators were then coded to evaluation and collaborative governance frameworks and synthesised thematically. Performance is defined explicitly in 14 of 25 reports, measured mainly by self-report (44%), and reported without any time horizon in 60%. One report uses a comparison group and none estimates a counterfactual. Only three measure how much of the intended population was reached, and all three find that most was not. Governance mechanisms are coded as barriers in 33% of design-stage units but 70% of delivery-stage units. No report with an enabling reading attains the highest appraisal rating, so the negative pattern is not an artefact of weak evidence. We propose, as hypotheses requiring empirical validation rather than as a validated extension, that reach, financing structure, post-programme filters and regime status be modelled as variables rather than assumed.

Indigenous Knowledge-Responsive Blended Learning in Mathematics Teacher Education: A Conceptual Framework for Engagement and Learning

2026-07-19T22:43:48+07:00

This conceptual review examines how Indigenous Knowledge Systems (IKS) can strengthen blended learning in mathematics teacher education. It synthesises 30 peer-reviewed and policy sources through a structured narrative review guided by four questions concerning pedagogical orchestration, culturally grounded mathematical meaning-making, student engagement and enabling conditions. The review finds that effective blended learning depends on purposeful connections between online and face-to-face activity; IKS contributes when community practices generate mathematically rigorous inquiry rather than decorative examples; engagement is behavioural, emotional, cognitive and agentic; and learning benefits remain conditional on equitable access, lecturer capability, multilingual participation and ethical knowledge governance. Drawing on social constructivism, culturally responsive pedagogy, ethnomathematics and the Community of Inquiry, the article proposes an integrated framework linking theoretical foundations, pedagogical design, engagement processes and learning outcomes. The framework indicates that culturally grounded hybrid pedagogy can strengthen mathematical reasoning, learner voice, belonging, and transferable problem-solving skills. Its principal limitation is conceptual status; multi-institutional empirical testing is required before claims of effectiveness or achievement can be established.

From Policy to Practice in Teacher Professional Training: Systemic Misalignment in Pre-Service Teachers’ Implementation of Child-Friendly Education for Vulnerable Students

2026-08-22T07:49:46+07:00

This study investigated the implementation of Child-Friendly Education (CFE) policies in the context of pre-service teacher training, focusing on how student teachers enforce the principles of non-violence, anti-bullying, and inclusiveness for vulnerable students during clinical practice. Using a qualitative design with multi-stage coding (open, axial, and selective), the study was conducted in six secondary schools in Balikpapan, involving 24 pre-service teachers, principals, and mentor teachers. The findings reveal a deep systemic misalignment between policy expectations, pedagogical enforcement, and the multidimensional reality of student vulnerability. While pre-service teachers demonstrate early adaptive efforts through personalized interactions and increased sensitivity, these practices remain largely situational, fragmented, and dependent on uneven guidance and school-based support structures. Significant constraints identified include inadequate readiness for inclusive pedagogy, difficulties in addressing hidden disabilities, and inconsistencies in policy translation during practicum experiences. Theoretically, this study argues that the policy-practice gap is not just a phenomenon in the field, but is firmly embedded in the formation of the teaching profession. The results show that systemic inequities stem from the teacher education framework itself and not solely from school-level implementation. This study underscores the need for a more coherent integration of policies, curriculum, and practicum design to better equip future educators for an inclusive and child-friendly environment.

Teacher Management Strategies in Technology-Integrated IPAS Learning: A Case Study of Two Elementary Schools

2026-01-31T10:52:50+07:00

The rapid development of information and communication technology presents both opportunities and challenges for elementary education, particularly in enhancing students’ literacy and learning engagement. This study aims to analyze teacher management strategies in integrating technology into science and social studies (IPAS) learning at SDN Giriwinaya and SDN Sukabakti. The research employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving IPAS teachers, school principals, students, and school committee members. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that teacher management strategies in technology integration are implemented through four interconnected stages: planning, organizing, implementation, and evaluation. Teachers design TPACK-based lesson plans, organize technological and human resources collaboratively, implement interactive digital learning activities, and conduct evaluations using digital assessments and reflective practices. These strategies contribute to increased student engagement, improved understanding of IPAS concepts, and the development of digital literacy. The study concludes that teachers’ managerial roles are critical in ensuring effective and sustainable technology integration in elementary education. The findings offer theoretical contributions to educational management and practical implications for teachers, school leaders, and policymakers in developing context-sensitive technology-based learning strategies.

Comparative Effects of AB Mix and Fish-Emulsion Fertilizer Prepared with Conventional Water or Air-Conditioner Condensate on Hydroponically Grown Caisim (Brassica rapa L.)

2026-08-16T18:28:09+07:00

Air-conditioner condensate water (ACW) and fish-processing residues could provide alternative inputs for hydroponic production, although their compatibility with crop nutrient requirements remains uncertain. This study evaluated the growth and biomass of caisim (Brassica rapa L.) supplied with AB Mix or fermented fish emulsion (FE) prepared using tap water (TW) or ACW. Twelve water–nutrient combinations comprising nominal additions of 20, 30, or 40 mL were evaluated alongside a nutrient-free TW control, with five plants per treatment. Plant height, root length, and leaf count were recorded at 7, 14, 21, and 28 days after planting, whereas fresh weight and dry biomass were determined at harvest. Treatment, observation day, and their interaction significantly affected plant height and root length (P < 0.001). Leaf count was strongly affected by day and the treatment-by-day interaction, although its overall treatment effect was not significant. AB Mix generally produced greater shoot growth and biomass than FE. TW-AB40 yielded the greatest fresh weight and root length, identifying it as the most suitable formulation when marketable fresh production is prioritized. In contrast, ACW-AB30 produced the greatest dry biomass, indicating that ACW was compatible with effective mineral nutrition and dry-matter accumulation. Further development should focus on standardized mineral–fish-emulsion blends and the integration of ACW into controlled hydroponic nutrient management. Optimization across cultivation cycles may support the practical conversion of condensate water and fish-processing residues into complementary inputs for circular vegetable production.

Fitrah-Based Curriculum Management for Holistic Student Character Development: A Case Study

2026-01-31T10:53:57+07:00

This study addresses the gap between the national education goal of developing holistic human beings and educational practices that often prioritize cognitive achievement over character formation. A fitrah-based curriculum offers a holistic approach by emphasizing the development of students’ innate potential, encompassing spiritual, intellectual, social, and moral dimensions. This study aims to analyze the management of a fitrah-based curriculum in shaping student character at Sekolah Alam Bandung and Sekolah Alam Pelopor Rancaekek. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, teachers, students, and parents. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The analytical framework was guided by Fayol’s management functions, including planning, organizing, implementation, and evaluation and supervision. The findings indicate that fitrah-based curriculum management is implemented systematically across all management stages. Curriculum planning is grounded in fitrah philosophy and Islamic values derived from the Qur’an and Sunnah. Organizing strategies emphasize the utilization of natural environments as learning ecosystems and collaborative human resources. Implementation focuses on experiential and values-based learning through methods such as spider web and action learning. Evaluation and supervision are conducted holistically through character observation, reflective practices, and intensive school–parent collaboration. The study concludes that fitrah-based curriculum management is an effective model for fostering balanced and holistic student character development.

Managing Mathematics Instruction through the PDCA Cycle: Applying the Demonstration Method to Improve Student Motivation

2026-01-31T10:54:46+07:00

This study is motivated by the problem of low student learning motivation in elementary mathematics instruction, which is often caused by the dominance of conventional, teacher-centered teaching methods. The demonstration method is considered a potential alternative to create more active and engaging learning experiences. This study aims to analyze the application of the demonstration method in mathematics learning to improve student learning motivation through the PDCA (Plan–Do–Check–Act) cycle at SD Negeri 2 Balewangi and SD Negeri 3 Karamatwangi in Garut Regency. The research employed a qualitative approach with a descriptive-analytical case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving school principals, mathematics teachers, and students. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and systematic documentation. The analytical framework was guided by G.R. Terry’s management theory and Deming’s PDCA cycle. The findings indicate that the demonstration method, when implemented through systematic planning, execution, evaluation, and follow-up actions, effectively increases student learning motivation and engagement in mathematics learning. Students became more active, confident, and enthusiastic in participating during lessons, and their conceptual understanding showed noticeable improvement. The study concludes that the PDCA-based application of the demonstration method provides an effective instructional management model for enhancing student motivation and improving the quality of elementary mathematics learning

Managing Teaching Factory Programs to Develop Student Character and Work Readiness in Vocational High Schools

2026-01-31T10:55:38+07:00

This study examines the management of Teaching Factory (TeFa) programs in developing student character and vocational skills in vocational high schools. The research is motivated by the need to improve the relevance of vocational education to industry demands while fostering professional attitudes and work readiness among students. Teaching Factory is viewed as a production-based learning model that requires effective management to achieve sustainable educational outcomes. The study employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, Teaching Factory managers, vocational teachers, students, and industry partners at SMK Sinar Prahiangan, Kabupaten Cianjur, and SMK Negeri 1 Kota Sukabumi. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that Teaching Factory management is implemented through four interrelated functions: planning, organizing, implementation, and evaluation. Planning aligns curriculum and industry standards with character education goals; organizing structures human resources, facilities, and workflows to simulate real industrial environments; implementation engages students in authentic production-based learning; and evaluation ensures quality assurance through performance assessment and industry feedback. The study concludes that systematic Teaching Factory management effectively enhances students’ vocational competencies and professional character, contributing to improved work readiness and industry relevance

Managing Independent Teacher Training through the Platform Merdeka Mengajar

2026-01-31T10:56:19+07:00

This study examines the management of independent training based on the Platform Merdeka Mengajar (PMM) in improving teacher competence at the elementary school level. The research is motivated by the need to strengthen teacher professional development through flexible and sustainable digital learning models in response to the implementation of the Merdeka Curriculum. A qualitative approach with a descriptive case study design was employed. The research was conducted in public elementary schools implementing PMM-based independent training. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, teachers, and school development team members. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that independent training based on PMM is managed through four integrated management functions: planning, organizing, implementation, and evaluation. Planning is based on teachers’ competency needs and school goals, organizing provides mentoring and collaborative support, implementation emphasizes teacher-centered and reflective learning, and evaluation focuses on learning outcomes and classroom application. The study concludes that systematic management enhances the effectiveness of PMM as a digital professional development platform and supports sustainable improvement in teacher competence

Managing Teacher Professionalism through Principal Leadership in Junior High Schools

2026-01-31T10:56:51+07:00

This study examines principal management practices in improving teacher professionalism at the junior high school level. The research is motivated by persistent challenges related to teacher competence and instructional quality, despite the existence of national policies on teacher professional development. The study aims to analyze how school principals manage planning, organizing, implementation, and supervision and evaluation processes to enhance teacher professionalism. A qualitative approach with a descriptive case study design was employed. The research was conducted at SMPN 2 Agrabinta and SMPN 5 Cibinong in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, vice principals, and teachers. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that principal management in improving teacher professionalism is implemented systematically across four management functions. Planning is based on competency mapping and school needs, organizing involves structured role distribution and collaboration, implementation focuses on academic supervision, training, and mentoring, and supervision and evaluation emphasize reflective and developmental approaches. The study concludes that effective and participatory principal management contributes significantly to sustainable teacher professional development and improved instructional quality in junior high schools

An Expert-Validated Project-Based Learning Model for Enhancing Practical Competencies in Automotive Vocational Education

2026-07-14T11:24:12+07:00

This study aims to evaluate the implementation of a Project-Based Learning (PjBL) model focused on automotive waste management at SMK Muhammadiyah 3 Yogyakarta, as well as its contribution to improving students’ learning motivation and practical skills. This study employs an R&D approach adapted from the Richey and Klein model and involves 30 11th-grade students in the Light Automotive Vehicle Technology program. Data were collected through interviews and questionnaires, and their validity was assessed using the Content Validity Index (CVI = 0.91) and Aiken’s V formula (0.85–0.94). This study found that the structured PjBL model, which uses used car parts, significantly improved students’ learning motivation (enthusiasm, independence, responsibility) and practical skills (welding, cutting, grinding, painting, assembly, and problem-solving) with an N-gain value of 0.68 (moderate to high category, p < 0.05). This model has also been shown to support the development of 21st-century skills. Experts have validated that this model is highly appropriate with an accuracy rate of 89.4% and is relevant to industry needs. Identified challenges include limitations in facilities, project materials, and time allocation. Overall, the PjBL model is an effective learning strategy that helps improve student motivation, practical skills, and work readiness in vocational automotive education.