Journal of Educational Analytics (JEDA) is a peer review and open-access journal that provides an international platform for disseminating research results and review articles in the field of education. This Journal is published four time per year at February, May, August and November by Formosa Publisher. It is aimed to publish original and contemprorary articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the blind review process. This is to ensure the quality of the published manuscripts in the journal.
Marketplace as A Means of Developing Digital Entrepreneurship For Start-Up Businesses: A Literature Review
Significant changes in economic activities and entrepreneurship have largely been driven by the rapid development of technology. One form of digital transformation that has grown rapidly is the marketplace, which functions as an online trading platform that connects sellers and buyers within an integrated system. The research employs a qualitative method using a literature review technique by analyzing various scientific sources, including journals, books, and research reports relevant to the topics of marketplaces, digital entrepreneurship, and start-up businesses. The findings indicate that marketplaces provide various benefits for start-up entrepreneurs, particularly in expanding market access, improving operational efficiency, and providing digital infrastructure such as payment systems, logistics services, and product promotion features. In addition, marketplaces serve as a learning platform for entrepreneurs through sales data, consumer reviews and market trends that can be utilized in business decision-making. However, the use of marketplaces also faces several challange, such as high competition and platform policies. Therefore, strengthening digital literacy, online marketing skills, and appropriate business strategies are important factors for the success of start-up businesses in utilizing marketplaces in the digital economy era.
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Development of an ICT-Based Corporate University (Corpu) Model to Improve the Competence and Performance of Quality-Cultivated Civil Servants in the Banten Provincial Government
This study aims to develop an ICT-based Corporate University (Corpu) Model to improve the competence and quality-oriented performance of civil servants (ASN) in the Government of Banten Province. The study was motivated by the low effectiveness of ASN competency development systems, which are still conventional, administrative, and not yet integrated with digital organizational learning systems. This research employed the Research and Development (R&D) method using the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. Data collection techniques included observation, interviews, documentation, and questionnaires. Research subjects consisted of ASN employees and human resource development managers in several regional government agencies in Banten Province. Data analysis was conducted using descriptive quantitative and qualitative analysis with the assistance of SPSS. The results showed that the developed ICT-based Corporate University model integrates individual learning, group learning, organizational learning, Learning Management Systems (LMS), Knowledge Management Systems (KMS), Artificial Intelligence (AI), collaborative learning, and knowledge sharing within an organizational learning framework. Expert validation results indicated that the model was feasible for implementation. The effectiveness test showed an average N-Gain score of 0.7222 in the high category and an average N-Gain percentage of 72.2156% in the effective category. Therefore, the ICT-based Corporate University model is considered valid, practical, and effective in improving ASN competence and quality-oriented performance in the Government of Banten Province.
Student Dependence on Generative AI and Its Impact on Classroom Learning: A Mixed-Methods Study in Chemistry Education
This study examines students’ dependence on generative AI and its impact on classroom learning. The research contributes to understanding how AI use, AI literacy, and ethical practices interact to shape learning outcomes in higher education. Using a mixed-methods embedded survey design, data were collected through a questionnaire combining Likert-scale items and open-ended questions from 40 undergraduate students in the Chemistry Education program at Universitas Negeri Makassar during one semester of classroom learning activities. The analysis included descriptive statistics, correlation, regression analysis, and thematic analysis of qualitative responses. The findings show that AI dependence is associated with perceived learning benefits, while AI literacy strongly predicts positive learning outcomes and lower integrity risk. These results highlight the importance of AI literacy and responsible AI use in supporting meaningful classroom learning.
Development of an Artificial Intelligence-Assisted Project-Based Learning Model in Economics Learning at Generasi Bintang Senior High School Bitung
The rapid development of digital technology and the demands of 21st-century education require innovative learning models that promote higher-order thinking skills, creativity, collaboration, and digital literacy. However, economics learning at the senior high school level is still predominantly theoretical and has not optimally integrated technology to support active and contextual learning. Therefore, this study aimed to develop an Artificial Intelligence-assisted Project-Based Learning (AI-PjBL) model for economics learning at Generasi Bintang Senior High School Bitung. The research participants involved senior high school students, while data were collected through interviews, questionnaires, observations, expert validation sheets, and learning achievement tests. The results indicated that the developed AI-PjBL model achieved a high level of validity, with an average expert validation score of 89%, categorized as highly valid. The practicality test results showed positive responses from both teachers and students, with average practicality scores of 91% and 87.6%, respectively, indicating that the model was highly practical for classroom implementation. Furthermore, the effectiveness test demonstrated that the experimental group achieved higher posttest scores and N-Gain values compared to the control group.
The Influence of the Deep Learning Model on the Cultivation of Islamic Education Values SDIT Utsmanil Hakim Bogor
The cultivation of Islamic education values in elementary schools requires instructional models that foster deep understanding and meaningful internalization, including the implementation of the Deep Learning model. This study aims to analyze the effect of the Deep Learning instructional model on the cultivation of Islamic education values among fifth grade students at SDIT Utsmanil Hakim, Bogor. The research employed a quantitative approach using a causal associative method. The results indicate that the Deep Learning instructional model has a positive and significant effect on the cultivation of Islamic education values. That t-value exceeds the t-table value, and significance level is less than 0.05 (2.684 > 2.008 ; 0.010 < 0.05). Therefore, H1 is accepted and H0 is rejected. The F-test also supported these findings, with a calculated F-value of 7.206 and a significance level 0.010 < 0.05. The Adjusted R2 of 0.107 indicates a 10.7% constribution of the model, while 89.3% is influenced by other factors. These findings confirm the effectiveness of the Deep Learning in enhancing the cultivation of Islamic values among elementary students.
Innovative Assessment Practices in Elementary Education to Support Student-Centered Learning
This study examines innovative assessment practices in primary education to support student-centered learning amid the demands of active and participatory learning. The research aims to analyze the contribution of innovative assessments to student learning engagement and independence. The study used a qualitative descriptive approach involving 10 elementary school teachers and 20 students selected through purposive sampling from two elementary schools. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed using thematic analysis. The results of the study show that project-based assessments, peer assessments, digital portfolios, and reflective feedback are able to improve student participation, critical thinking skills, and learning independence. However, the limitations of literacy in teacher assessments and time management are still obstacles in its implementation. This study concludes that innovative assessments play an important role in strengthening student-centered learning and provide practical implications for the development of assessment strategies in primary education.
Development of Social Studies Teaching Materials Assisted by Canva for Education at Junior High Schools in Bitung City
This study aims to: (1) develop Social Studies–Economics teaching materials on Economic Activities assisted by Canva for Education for junior high schools in Bitung City; (2) determine the assessments of material experts and media experts regarding the Canva for Education-assisted Social Studies–Economics teaching materials on Economic Activities for junior high schools in Bitung City; (3) determine students’ assessments of the Canva for Education-assisted Social Studies–Economics teaching materials on Economic Activities for junior high schools in Bitung City; and (4) determine the feasibility of the Canva for Education-assisted Social Studies–Economics teaching materials on Economic Activities for junior high schools in Bitung City. The result of this research and development study is a product in the form of Social Studies–Economics teaching materials on Economic Activities assisted by Canva for Education for junior high schools in Bitung City. The stages carried out in developing the Canva for Education-assisted teaching materials were: (a) define stage; (b) design stage; (c) development stage; and (d) validation stage. Overall, the validation results from material experts and media experts indicated positive responses toward the development of Canva for Education-assisted Social Studies–Economics teaching materials on Economic Activities at junior high schools in Bitung City.
Development of a Digital Ecosystem Based on a Combination of Wordwall and Kahoot to Accelerate Literacy-Numeracy Competency of Dasa School Students
The development of literacy and numeracy of elementary school students is crucial in the digital era, but the use of learning technology is still not optimally integrated. This study aims to analyze the effectiveness of the combination of Wordwall and Kahoot in accelerating literacy-numeracy competencies and the relationship between student involvement and learning outcomes. The method used was quantitative with a quasi-experimental design, involving 60 students, using tests, observations, and questionnaires, and analyzed by inferential statistical tests. The results showed a significant increase of 18% in the experimental group and a positive correlation between engagement and learning outcomes. It was concluded that the integration of Wordwall and Kahoot is effective in improving literacy-numeracy competencies and supporting interactive learning in elementary schools.
Adoption of Extended Reality in Higher Education and Its Impact on Students’ Competency Mastery
This study aims to analyze the adoption of Extended Reality (XR)-based learning and its impact on students’ competency mastery in higher education. The research employed a mixed methods approach with a sequential explanatory design involving 64 university students in Malang City, Indonesia, divided into XR-based and conventional learning groups. Quantitative data were collected through pre-test and post-test learning outcome assessments and questionnaires, then analyzed using paired sample t-tests and independent sample t-tests. Qualitative data were obtained through semi-structured interviews with students and lecturers to strengthen the interpretation of quantitative findings. The results indicate that XR-based learning significantly improved students’ cognitive, psychomotor, and affective competencies, particularly in psychomotor and affective domains. These findings highlight the practical potential of XR as an innovative learning strategy in higher education.
Analysis of Principal Leadership in Improving Teacher Performance at State Senior High School 1 Amurang
This research is motivated by the importance of principal leadership in improving teacher performance as one of the main factors determining the quality of education. The purpose of this study is to analyze the implementation of principal leadership, identify supporting and inhibiting factors, and examine its contribution to improving teacher performance at SMA Negeri 1 Amurang. This study uses a qualitative approach with descriptive methods. Data collection techniques were carried out through in-depth interviews, observation, and documentation. The results show that the principal's leadership is integrative by combining transformational, instructional, and democratic styles. This leadership has proven effective in improving teacher performance through the implementation of continuous academic supervision, providing motivation and appreciation, and the implementation of open and harmonious communication. However, weaknesses remain in the utilization of learning technology and innovative teaching methods. Therefore, ongoing efforts to develop digital competency and teacher professionalism are needed. Therefore, principal leadership plays a significant role in improving teacher performance through effective management and creating a positive work environment.
Strengthening Honest and Caring Character through the Found Box Program at UPT SPF SD Negeri Kompleks IKIP I
This study examines the implementation of the "Found Box" (Kotak Temuan) program as a school-based character education initiative at UPT SPF SD Negeri Kompleks IKIP I, Makassar. Functioning as a structured habituation strategy, the program aims to cultivate honesty and social care among elementary school students by requiring them to deposit found items in a designated box and record them in a logbook. This qualitative descriptive study collected data through participatory observation, in-depth interviews, and documentation analysis over one semester. Findings demonstrate that the Found Box program effectively strengthened students' honest behaviors and social responsibility, while fostering a positive school culture grounded in mutual respect and collective accountability. The program offers a replicable, low-cost model of values-based character education suitable for broader implementation in Indonesian elementary schools.
The Role of Padlet in Formative Assessment and Science Learning Reflection: A Systematic Literature Review
This study analyses the role of Padlet in formative assessment and science learning reflection, addressing a gap where systematic studies remain scarce. A Systematic Literature Review (SLR) using the PRISMA 2020 protocol was conducted across five academic databases, covering publications from 2016 to 2026. A total of 247 articles were identified, of which 15 met the inclusion criteria and were analyzed using thematic synthesis. Padlet plays a significant role in formative assessment through five dimensions and in learning reflection through four dimensions. Supporting factors include ease of use, flexibility, and real-time collaboration, while inhibiting factors include limited digital infrastructure and internet dependency. These findings suggest that Padlet is an effective digital platform for science education.
Formative Assessment and Teacher Workload in Indonesian Primary Schools: A Systematic Literature Review
Formative assessment has become increasingly important in Indonesian primary schools following the implementation of Kurikulum Merdeka, which emphasizes continuous assessment and student-centered learning. However, most previous studies focused on learning outcomes, while the impact on teachers’ workload remains limited. Therefore, this study examined the influence of formative assessment on teacher workload through a Systematic Literature Review (SLR). This study applied a qualitative descriptive approach using the PRISMA 2020 protocol. Articles were collected from Scopus, ScienceDirect, SpringerLink, and Google Scholar between 2021 and 2026. After the screening process, 21 studies were selected for analysis. The findings indicate that formative assessment increases teachers’ responsibilities in monitoring student progress, providing feedback, recording assessment results, and preparing reports. Digital and AI-assisted tools can improve efficiency, but challenges related to technological readiness, assessment literacy, and institutional support remain significant. Excessive assessment duties may also affect teachers’ well-being and teaching effectiveness.
Analysis of Financial Literacy in Financial Management by Students in High School in Bitung City
This study aims to analyze financial literacy in financial management by high school students in Bitung City. This study used a qualitative descriptive method. Primary data were collected through semi-structured interviews with 15 high school students in Bitung City who resided in boarding houses, had studied Economics, and were actively attending school. Informants were selected using a purposive sampling technique. Data were analyzed through data reduction, data presentation, and conclusion drawing, and their validity was tested using source triangulation. The results showed that students' understanding of financial literacy was still at a basic level, particularly in distinguishing needs from wants.. There was a gap between the cognitive (knowing) and behavioral (doing) aspects of daily financial management. The implementation of financial literacy by students tended to be less than optimal, with financial decisions often influenced by emotional factors and exposure to social media. Furthermore, most students did not yet realize the urgency of financial planning for the future. This study concludes that students' financial literacy is in a transitional stage from understanding to practice, so interventions from schools, teachers, and the environment are needed to strengthen the internalization of financial knowledge into wise and sustainable behavior.
Development of a Translanguaging Academic Guidance Model: Integration of Academic Guidance/Learning to Overcome Student Language Anxiety
This study developed the Translanguaging Academic Guidance model as a systematic framework to address students' language anxiety in the context of internationalized higher education. Using the Systematic Literature Review method with the PRISMA protocol, this study synthesizes twenty empirical studies from the Scopus and Google Scholar databases for the period 2020-2025 to construct an integrative model that links the principles of translanguaging with academic guidance practices. The findings indicate that language anxiety is a multidimensional phenomenon influenced by psychological factors, learning modalities, and institutional linguistic ideology. The developed model operationalizes translanguaging through five dimensions of intervention: strengthening emotional intelligence, integrated content-language learning, developing meaning-based linguistic competence, creating safe translanguaging spaces, and transforming multilingual ideology. The results of the study show that the translanguaging approach in academic guidance is effective in reducing psychological barriers to language by validating students' linguistic
Exploring the Approaches and Challenges of Schools’ Implementation of Child Protection Policy
his study aimed to explore the approaches and challenges met by schools in implementing the Child Protection Policy (CCP). The study results are as follows: the participants remarked three (3) approaches based on the results, namely: essence of child protection policy in education setting; handling cases under the child protection policy; and components of an efficient child protection policy; participants recognized four (4) important challenges raised such as challenges in implementing child protection policy; roles and responsibilities in implementing child protection policy; stakeholders’ responsibilities in enhancing child safety; and learning and understanding in implementing child protection policy; and a proposed policy framework is being proposed for adaption by the schools for teachers.
Digital Transformation of Economics Education at Universitas Negeri Manado
This study aims to comprehensively analyze the process and implementation of digital transformation in Economics Education learning at Universitas Negeri Manado. The study focuses on the stages of planning, implementation, and evaluation, as well as the identification of supporting and inhibiting factors and the perceptions of lecturers and students toward changes in the learning system. This research employed a qualitative method using a case study approach. The findings reveal that digital transformation in the Economics Education Study Program at Universitas Negeri Manado has been implemented through the POAC management framework (Planning, Organizing, Actuating, and Controlling) based on the university’s Strategic Plan 2020–2024. Lecturers perceived digital transformation as shifting their role from knowledge providers to learning facilitators, while students appreciated the flexibility of digital access despite reporting technical obstacles and reduced social interaction. The study concludes that digital transformation at Universitas Negeri Manado remains predominantly focused on administrative digitization and is still progressing toward a more substantive transformation capable of reshaping institutional culture and pedagogical practices comprehensively.
Social Sciences Teachers' Strategies in Utilizing Technology to Improve Learning Attractiveness at State Middle School 6 Bitung
This study examines digital technology-based learning strategies implemented by Social Studies (IPS) teachers at SMP Negeri 6 Bitung in an effort to improve student engagement and learning outcomes. This study used a qualitative approach with a descriptive case study method. Data collection was conducted through in-depth interviews, direct observation, and documentation with three Social Studies teachers, students, the principal, and the deputy for curriculum affairs. The results showed that the use of technological media such as PowerPoint, learning videos from YouTube, projectors, and smartboards consistently increased student attention, activeness, and enthusiasm in Social Studies learning. Students showed a positive response to the use of visual and digital media, especially in understanding abstract Social Studies concepts. In addition, it was found that student learning motivation experienced a significant increase along with the intensity of technology use in the classroom. However, this study also identified several obstacles, including limited technological facilities and internet network disruptions, which remain obstacles to the optimal implementation of digital learning. These findings reinforce the urgency of institutional support from schools and the government in providing adequate technological infrastructure. Thus, digital technology-based learning strategies have been shown to positively contribute to increasing the appeal and effectiveness of social studies learning at SMP Negeri 6 Bitung.
Multidimensional Validation of Belonging-Supportive Deep Learning Environments in Higher Education Using CFA and Item Response Theory
The development of digital learning in higher education requires the creation of a learning environment that not only focuses on academic achievement, but also supports students' sense of belonging and psychosocial support. This study aims to test the multidimensional validity and psychometric characteristics of belonging-supportive deep learning environments instruments using Confirmatory Factor Analysis (CFA) and Item Response Theory (IRT). The study used a quantitative approach with a cross-sectional survey design of 412 students from several universities in Indonesia. Data were collected through a Likert scale questionnaire and analyzed using CFA and IRT. The results of the study show that the multidimensional model has good construct validity and reliability. IRT analysis also showed that most items had high discriminating power and were able to accurately measure variations in sense of belonging and learning support. This research contributes to the development of psychometric instruments for higher education and supports the design of a more inclusive and supportive digital learning environment.
Analysis of Education Investment in Economic Growth in Minahasa Regency
This study aims to analyze education investment in driving economic growth in Minahasa Regency and identify its effectiveness and contribution to improving human resource quality. The background of this study is based on the phenomenon of relatively high education budget allocations, but not fully balanced by improvements in human resource quality indicators and labor absorption. This study uses a qualitative approach with a case study method. The data used are secondary data obtained from the Central Statistics Agency (BPS), related agencies, and local government reports. The results of the study indicate that education investment has a positive correlation with economic growth in Minahasa Regency. Increased education investment has been shown to contribute to increased labor productivity, reduced poverty levels, and the creation of positive externalities through innovation and development of educational institutions. The conclusion of this study confirms that education investment is a strategic factor in driving sustainable economic growth. Therefore, more targeted policies are needed, including strengthening partnerships between the world of education and industry, equalizing access to and quality of education, and optimizing the role of educational institutions in producing competitive human resources.
Natural and Social Science (IPAS) Learning in Elementary Schools Using Interactive Media to Enhance Student Motivation
Integrating Natural and Social Sciences (IPAS) in elementary education often faces challenges regarding student engagement with complex and abstract materials. This study aims to evaluate the effectiveness of an innovative interactive media called KuPin, an AI based chatbot application, in increasing student learning motivation. KuPin is designed to provide a conversational learning experience, allowing students to ask questions, receive instant feedback, and explore IPAS topics through a friendly and interactive interface. The research follows a Development Research (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through observation, motivation questionnaires, and pre-test/post-test assessments. The findings indicate that the use of the KuPin chatbot significantly transforms the learning atmosphere into a more personalized and interactive environment. Students showed a high level of curiosity and persistence when using the chatbot compared to traditional textbook-based methods. Statistical analysis reveals a notable increase in learning motivation scores, suggesting that the "Kucing Pintar" chatbot serves as an effective digital companion for young learners. In conclusion, KuPin successfully bridges the gap between technology and pedagogy, providing a fun and accessible tool to boost student enthusiasm in IPAS education.
Development of an Artificial Intelligence Integrated Learning Ecosystem for Advancing Computational Thinking and Digital Literacy Skills
The integration of Artificial Intelligence (AI) in higher education has created opportunities to strengthen computational thinking and digital literacy skills through adaptive learning environments. This study aims to develop an AI-integrated learning ecosystem and examine its effectiveness in improving students’ computational thinking and digital literacy competencies. The research employed a mixed methods approach using a Design-Based Research framework involving 80 university students in Jawa Tengah selected through purposive sampling. Data were collected through computational thinking tests, digital literacy questionnaires, observations, and interviews during the implementation process. Quantitative data were analyzed using paired sample t-tests, while qualitative data were examined through thematic analysis. The findings revealed that the developed ecosystem significantly improved students’ problem-solving abilities, digital literacy, and learning engagement through adaptive AI-based learning support. This study contributes to the advancement of AI-based educational innovation in higher education and provides practical implications for developing future-oriented digital learning systems.
Strategies for Improving the Quality of Public Services in High School Schools in Minahasa District
This study aims to analyze strategies for improving the quality of public services by Educators and Education Personnel (PTK) in Senior High Schools in Minahasa Regency. This study uses a qualitative approach with a descriptive type. The research location was conducted in three schools, namely SMA Negeri 2 Tompaso, SMA Negeri 2 Langowan, and SMA Negeri 2 Tondano. Data were obtained through observation, in-depth interviews, and documentation, with data analysis techniques using the Miles and Huberman interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the service mechanism in schools has basically been running quite well and is structured, but there are still obstacles in implementation, such as dependence on the principal for document approval, lack of completeness of files from the community, and suboptimal socialization of procedures. This study indicates that the quality of public services in high schools in Minahasa Regency is suboptimal, requiring improvement strategies through improving service mechanisms, strengthening facilities and infrastructure, and enhancing the competence and professionalism of PTK.
Visionary Leadership of School Principals in the Digitalization Era: A Case Study of Cluster V Schools in Panawangan District, Ciamis Regency
Digital transformation in primary schools is often constrained by infrastructure gaps and unpreparedness of human resources. The low adoption of Artificial Intelligence (AI) technology and obstacles to teachers' digital competence are the main challenges in today's education transformation. This study aims to analyze the role of visionary leadership of school principals in the digitalization era in four dimensions: as designers, problem solvers, role models, and strategies in optimizing training and technology integration for educators in Cluster 5 of Panawangan District, Ciamis Regency. The research method uses a descriptive qualitative approach through case studies. Data were collected through in-depth interviews, observations, and documentation studies. Qualitative data analysis techniques include data reduction, data presentation, and conclusion drawn. The results of the study show that: (1) As designers, school principals build a digital ecosystem through a shared vision and coding curriculum system; (2) As a problem solver, school principals implement the Identification-Reflection-Improvement (IRB) cycle based on Education Report data to proactively overcome infrastructure and budget constraints; (3) As a model, the principal positions himself as a first learner who inspires teachers through technical examples; (4) The AI integration strategy and peer coaching training "Digital Tuesday" has proven to be effective in overcoming low technology adoption and reducing the administrative burden of teachers by up to 50%. The conclusion of the study confirms that the effectiveness of visionary leadership is determined by the ability of the principal to align the organization's "software" (vision, systems, culture) with the technological potential of the future.
Cognitive Conflict Learning Model Assisted by PhET Simulations to Reduce Misconceptions and Improve Students’ Conceptual Understanding
This study aims to analyze the effectiveness of a cognitive conflict-based learning model assisted by PhET simulations in reducing misconceptions and improving students’ conceptual understanding in science learning. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population of this study consisted of fifth-grade students at SD Inpres 12/79 Macanang, which has parallel classes. Class VA served as the control class, while Class VB served as the experimental class. The research instruments consisted of a diagnostic misconception test and a conceptual understanding test administered before and after the learning process. The data were analyzed using the percentage of misconception reduction, N-Gain, and a test of differences in the improvement of conceptual understanding.The results showed that students’ misconceptions in the experimental class decreased from 62.50% to 24.30%, while those in the control class decreased from 60.80% to 43.70%. The average conceptual understanding score of students in the experimental class increased from 46.25 to 81.40, with an N-Gain of 0.65, whereas the control class increased from 45.70 to 68.20, with an N-Gain of 0.41. These findings indicate that the cognitive conflict-based learning model assisted by PhET simulations is more effective than conventional instruction in reducing misconceptions and improving students’ conceptual understanding in science learning. This model can serve as an alternative science learning strategy that is interactive, meaningful, and oriented toward conceptual change.
Strategies for Utilizing Interactive Learning Media to Enhance Student Learning Outcomes at SMK Negeri 1 Tombariri
The rapid development of information and communication technology has significantly transformed the educational sector, shifting learning processes from teacher-centered approaches toward more student-centered learning environments. Therefore, this study aimed to analyze the strategies for utilizing interactive learning media to improve students’ learning outcomes at SMK Negeri 1 Tombariri. This study employed a qualitative descriptive approach to obtain an in-depth understanding of the implementation of interactive learning media in vocational education settings. The findings revealed that the use of interactive learning media positively contributed to improving students’ cognitive, psychomotor, and kinesthetic learning outcomes. Interactive learning media increased students’ motivation, participation, concentration, and enthusiasm during classroom activities. The study also identified several supporting factors, including teachers’ digital competencies and the availability of digital learning facilities, as well as challenges such as unstable internet connectivity and varying levels of digital literacy. Based on the SWOT analysis, several strategic recommendations were formulated, including optimizing digital learning platforms, improving teachers’ digital competencies through training programs, integrating interactive and conventional learning approaches, and establishing structured guidelines for interactive media utilization.
Development of HOTS-Oriented Interactive Multimedia-Based Quiz for Elementary Mathematics Learning
The rapid advancement of technology demands innovation in elementary mathematics learning, particularly in fostering Higher Order Thinking Skills (HOTS). However, interactive HOTS-oriented quizzes remain underdeveloped due to teachers' limited technological mastery and lack of varied learning media.This study aimed to: (1) develop an interactive multimedia-based HOTS-oriented quiz for fifth-grade elementary mathematics; (2) test its feasibility; and (3) examine its effectiveness in improving learning outcomes.A Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The research involved 60 fifth-grade students divided into experimental and control groups. Instruments included validation sheets, practicality questionnaires, and learning outcome tests. Data were analyzed using descriptive quantitative techniques and independent t-tests.The developed quiz obtained a validity score of 88.2% (very valid), a practicality score of 85.7% (very practical), and an effectiveness test showing a significant difference between experimental (mean = 84.3) and control (mean = 72.1) groups (t = 4.21, p < 0.05).The interactive multimedia-based HOTS-oriented quiz is feasible, practical, and effective for improving elementary students' mathematics learning outcomes. This product offers a novel contribution to technology-based HOTS assessment in primary education.
Emotional Intelligence and Occupational Stress: Its Influence on Teacher’s Productivity
Teaching is widely recognized as one of the most demanding professions, with educators frequently encountering work-related stress and navigating various adversities within the school environment. Amidst these challenges, resilience and courage become essential attributes that enable teachers to adapt and persevere. This study aimed to determine the influence of emotional intelligence and occupational stress on teachers’ productivity. Utilizing a descriptive-correlational research design with regression analysis, the study involved 261 teacher-respondents. Inferential analysis revealed two key findings. First, emotional intelligence was found to have a statistically significant influence on teachers' productivity; however, the nature of this influence was negative, suggesting that higher emotional intelligence scores were associated with lower productivity levels. Second, occupational stress showed no significant influence on teachers' productivity. The negative relationship between emotional intelligence and productivity presents a compelling implication: it is possible that highly emotionally intelligent teachers may invest substantial time and energy in managing interpersonal relationships, addressing student emotional needs, and navigating complex social dynamics—efforts that, while valuable, may not be fully captured by traditional productivity metrics. This does not diminish the importance of emotional intelligence; rather, it affirms that emotionally intelligent teachers are better equipped to work effectively and meet the multifaceted needs of the school community. Empowered and motivated teachers remain instrumental in achieving positive work-related outcomes, underscoring the need for schools to recognize and support the holistic contributions of their educators.
An Analysis of Teachers’ Strategies for Developing Problem-Based Learning in Marketing Vocational Education at SMK Negeri 1 Manado
This study aims to analyze teachers’ strategies in developing Problem-Based Learning (PBL) in marketing vocational subjects at SMK Negeri 1 Manado, as well as to identify the obstacles encountered and the efforts made to overcome them. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results show that teachers’ strategies in implementing PBL are carried out in three stages: introduction, core activities, and evaluation. In the introductory stage, teachers prepare the learning process by providing apperception, motivation, and presenting contextual problems. In the evaluation stage, teachers assess not only students’ knowledge but also their skills and attitudes. However, several obstacles were identified, including low student discipline and concentration, limited participation, disruptive behavior, and classroom management issues. To address these challenges, teachers apply various strategies such as positive reinforcement, effective communication, and conducive classroom management. In conclusion, the implementation of PBL strategies by teachers is able to enhance student engagement and support the development of critical thinking skills. Therefore, strengthening teachers’ competencies and continuous instructional innovation are needed to optimize the implementation of PBL.