International Journal of Educational Research Excellence (IJEREC)

Developing Narrative Writing Teaching Material through Probable Passage Strategy at Class IX-C Students

Masvani Marulafau, Ahmad Laut Hasibuan, Asnawi — Sat, 04 Jul 2026 00:00:00 +0000

This research aimed to develop and evaluate the effectiveness of narrative writing teaching materials using the Probable Passage Strategy for ninth-grade students at SMP Negeri 1 Sirombu. Employing a Research and Development (R&D) design based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved 26 students selected through simple random sampling. Data were collected through expert validation sheets, student response questionnaires, and pre-test/post-test assessments. The findings revealed that the developed module was validated as appropriate in terms of content, language, presentation, and visual design. Student responses were highly positive, with average agreement rates exceeding 85% across all indicators. The effectiveness of the module was demonstrated by a significant improvement in students' writing scores, from a pre-test mean of 42.3 to a post-test mean of 78.7, representing an 86.1% increase. The Probable Passage Strategy proved particularly effective in helping students generate ideas, organize story structures, and develop confidence in narrative writing. This study concludes that the developed teaching material is valid, practical, and effective for enhancing narrative writing skills in EFL contexts

Enhancing First-Grade Students' Language Skills through the Question and Answer Method Assisted by Picture Card Media: A Classroom Action Research Study

Evi Siahaan, Sutikno, Rahmat Kartolo — Thu, 09 Jul 2026 00:00:00 +0000

This study investigates the enhancement of language skills among first-grade students at UPT SPF SDN 105308 Namo Bintang, Deli Serdang, Indonesia. The research was necessitated by observations of low language proficiency, passive student engagement, and the prevalence of teacher-centered pedagogical approaches. The objective was to evaluate the efficacy of the Question and Answer (Q&A) method integrated with picture card media in improving language understanding, expression, and literacy. The study employed a Classroom Action Research (CAR) design following the John Elliot model, conducted over two cycles involving 15 students. Data were collected via observation, documentation, and performance assessment. Results indicated a significant trajectory of improvement. In the pre-cycle analysis, 48.90% of students were categorized as "Undeveloped" (Belum Berkembang). Cycle I reduced this figure but failed to meet the success criterion of 86%. Following refinements in Cycle II, 86.66% of students achieved the "Very Well Developed" (Berkembang Sangat Baik) category across all language aspects. The study concludes that the synergistic use of Q&A and visual picture cards significantly fosters active communication, vocabulary retention, and cognitive engagement in early childhood education

Collage Image Media Application in Improving Indonesian Language Learning Outcomes Through Composition Activities In Elementary School

Ati BR Tarigan, Sutikno, Rahmat Kartolo — Fri, 10 Jul 2026 00:00:00 +0000

This study examines the application of collage image-based learning media in improving Indonesian language learning outcomes, specifically composition writing skills, among third-grade students at UPT SPF SD Negeri 101831 Bintang Meriah, Pancur Batu District, Deli Serdang Regency, Academic Year 2025-2026. Employing a Classroom Action Research (CAR) methodology, this study was conducted across two cycles, with a total of 18 students as research subjects. Each cycle encompassed planning, implementation, observation, and reflection stages. Data collection was carried out through learning outcome tests, observation sheets, student questionnaires, and field notes. The findings revealed a significant positive impact of collage image media on student motivation and learning outcomes. In the first cycle, the average student score increased by 15% compared to the initial test results (baseline 57.50 to 63.33). In the second cycle, the average student score increased more substantially by 30%, achieving 77.50, with the majority of students meeting the minimum completion criteria (KKM) of 70.0. Beyond academic achievement, students demonstrated increased active participation in the learning process, enhanced critical thinking skills, and a more interactive and enjoyable learning atmosphere. This research concludes that collage image media is an effective pedagogical tool for Indonesian language instruction, particularly for improving simple essay writing capabilities. By providing creativity-based learning experiences, this media facilitates student comprehension of concepts and fosters independent idea development. The findings offer valuable insights for educators seeking to implement innovative and student-centered learning approaches at the elementary education level

Strengthening SMA/MA Students' Language Attitudes Towards Indonesian Through the Word Spinner Application

Nurmulia Ningsih, Risnawaty, Rahmat Kartolo, Sutikno, Febriani Hutasuhut — Fri, 10 Jul 2026 00:00:00 +0000

The Influence of the Mind Mapping Model on the Ability to Write Summary Plots of Fiction Short Stories in Grade XI Students of SMA Negeri 1 Besitang". This study aims to examine the effect of the Mind Mapping model on students’ ability to write summaries of the plot of fictional short stories among eleventh-grade students of SMA Negeri 1 Besitang. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population of this study consisted of all eleventh-grade students of SMA Negeri 1 Besitang, while the sample included two classes: an experimental class taught using the Mind Mapping model and a control class taught using conventional learning methods. Data were collected through a writing test focused on summarizing the plot of fictional short stories. The data were analyzed using statistical tests, including normality testing, homogeneity testing, and hypothesis testing using a t-test. The results of the study indicate a significant difference in students’ ability to write summaries of fictional short story plots between those taught using the Mind Mapping model and those taught using conventional methods. The average score of students in the experimental class was higher than that of students in the control class. These findings demonstrate that the Mind Mapping model has a positive effect on students’ ability to write summaries of fictional short story plots. Based on the results, it can be concluded that the Mind Mapping model is effective in teaching writing skills, particularly in improving students’ ability to summarize the plot of fictional short stories

Developing Teaching Vocabulary for Students Based on Angkola Mandailing Culture

Rini Hartati, Ahmad Laut Hasibuan — Sat, 11 Jul 2026 00:00:00 +0000

This research aimed to develop English vocabulary teaching materials based on Angkola Mandailing culture for sixth-grade students at SD Negeri 102 Panyabungan, Indonesia, and to evaluate their feasibility and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with modifications from Sugiyono’s procedures. Subjects were 20 sixth-grade students. Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The developed materials integrated local cultural elements, including traditional clothes, houses, foods, and historical figures. Expert validation results showed that the materials were highly feasible, with material experts scoring 86.25% and design experts 90%. The field testing results indicated a significant improvement in students’ vocabulary mastery, with the mean pre-test score increasing from 58.55 to 83.40 in the post-test, representing a 42.44% improvement. A paired t-test revealed a calculated t-value of 12.87, exceeding the t-table value of 2.093, leading to the rejection of the null hypothesis. The findings confirm that local culture-based vocabulary materials are effective, contextually relevant, and capable of enhancing students’ learning motivation and vocabulary retention

Improving Third-Grade Students’ Indonesian Language Learning Outcomes through the Make-a-Match Strategy within a Cooperative Learning Model

Asni Sibarani, Yulia Arfanti, Sutikno, Rahmat Kartolo — Sat, 11 Jul 2026 00:00:00 +0000

This study aims to improve the Indonesian language learning outcomes of grade III students of SD Swasta Harapan 3 Medan City through the application of the make a match learning strategy in the cooperative learning model. The formulation of the research problem is "Can the application of the make a match learning strategy in the cooperative learning model improve the Indonesian language learning outcomes of grade III students of SD Swasta Harapan 3 Medan City in the 2025-2026 academic year?". This study uses the Classroom Action Research (CAR) method which is carried out in two cycles. Each cycle consists of planning, implementation, observation, and reflection. The subjects of the study were grade III students of SD Swasta Harapan 3 Medan City in the 2025-2026 academic year with a total of 22 students. Data were collected through observation, formative tests (pretest and posttest), and documentation. Data analysis was carried out quantitatively and qualitatively. The results of the study showed an increase in student learning outcomes after the application of the make a match learning strategy in the cooperative learning model. In cycle I, the percentage of students who completed was 45.45%, while in cycle II it increased to 77.27%. There was also an increase in student activity in learning. The conclusion of this study is that the application of the make a match learning strategy in the cooperative learning model is effective in improving the learning outcomes of Indonesian language students of grade III SD Swasta Harapan 3 Medan City in the 2025-2026 academic year. This strategy can increase student involvement, learning motivation, and understanding of the subject matter

The Development of Speaking Learning Material Based on Role Play Game for Tenth Grade Logistic Engineering Students

Nurlisa Novita Sari, Risnawaty, Asnawi — Thu, 16 Jul 2026 00:00:00 +0000

This research aimed to develop, evaluate the feasibility, and test the effectiveness of role-play game-based speaking learning materials for tenth-grade Logistics Engineering students at SMKN 1 Angkola Sangkunur. Employing a Research and Development (R&D) design following the Borg and Gall (1983) model simplified into five stages (needs analysis, planning, product development, validation and revision, and field trial), the study involved 32 students as the sample. Data were collected through observations, interviews, questionnaires, expert validation sheets, and speaking skills tests (pretest-posttest). Expert validation results indicated that the developed materials were highly feasible (average score 4.65 out of 5). Practicality testing showed a score of 4.58 (very practical category), and student responses were very positive (95%). The pretest mean score was 55.40, which increased significantly to 90.81 in the posttest (t-value 26.50 > t-table 2.04, p < 0.001), with an N-Gain score of 0.78 (high category). These findings demonstrate that role-play game-based speaking materials are valid, practical, and effective in improving vocational students' speaking skills, particularly in fluency, accuracy, pronunciation, vocabulary, and confidence

Interactive Multimedia Learning and Understanding Intrinsic Elements of Stories: A Phenomenological Analysis Among Fifth-Grade Students

Aita Maharani, Rahmad Kartolo, Sutikno, Rosmawati Harahap, Iskandar Lubis — Fri, 17 Jul 2026 00:00:00 +0000

This study aims to analyze the use of Interactive Multimedia Learning (IML) in supporting students’ understanding of intrinsic elements of stories in Indonesian language learning for fifth-grade students at UPT SDN 064994 Medan in the 2024–2025 academic year. This research employed a qualitative approach with a phenomenological design, focusing on the lived experiences of students and teachers in using IML developed through Canva and Microsoft PowerPoint. The research subjects consisted of one classroom teacher and ten fifth-grade students. Data were collected through video-based classroom observations, in-depth interviews, and documentation, and analyzed using descriptive-analytic techniques involving data reduction, data display, and conclusion drawing. The findings reveal that the use of Interactive Multimedia Learning creates a more meaningful, contextual, and enjoyable learning environment. Students demonstrated active engagement in operating the media, selecting learning pathways, and interacting with learning materials through content menus, educational games, and interactive exercises. The integration of interactive features such as Froggy Jumps and Zap Quiz encouraged students to understand the intrinsic elements of stories gradually and comprehensively, while also enhancing their learning motivation and self-confidence. From the teacher’s perspective, IML was perceived as effective in facilitating the delivery of learning materials in a visual, systematic, and engaging manner, as well as supporting student-centered learning practices. In conclusion, this study confirms that Interactive Multimedia Learning plays a strategic role in supporting elementary school students’ understanding of intrinsic elements of stories. Theoretically, these findings reinforce constructivist learning perspectives that emphasize the importance of interactive multimedia in fostering active engagement and meaningful learning. Practically, the results provide valuable implications for teachers to develop and implement Interactive Multimedia Learning as an innovative alternative in Indonesian language instruction

Internalization of Gotong Royong Values through a Social Project-Based Learning Model to Enhance Social Intelligence and Tolerance of Students in Multicultural Junior High Schools

Elisabeth Sitepu, Sharon Salsalina G Munthe — Fri, 17 Jul 2026 00:00:00 +0000

The erosion of communal values such as gotong royong (mutual cooperation) in Indonesia’s multicultural society poses a threat to adolescents’ social intelligence and tolerance, particularly in diverse educational settings. This qualitative case study explores how a Social Project-Based Learning (SPBL) model facilitates the internalization of gotong royong values and consequently improves social intelligence and tolerance among eighth-grade students in a multicultural public junior high school in Surabaya, Indonesia. Data were collected over one semester through participant observation, semi-structured interviews with 30 students, two teacher facilitators, and the school principal, as well as document analysis of student reflective journals and project artifacts. Thematic analysis revealed three overarching themes: (1) internalization of gotong royong through collective action, shared responsibility, and voluntary altruism; (2) enhancement of social intelligence manifested in empathic communication, social awareness, and conflict management; and (3) strengthening of tolerance evidenced by religious acceptance, cultural respect, and open intergroup dialogue. The SPBL model operated as a situated learning ecosystem where collaborative community service projects—such as interfaith clean-up drives and multicultural festivals—activated authentic social interactions, reciprocal scaffolding, and affective engagement. Findings indicate that gotong royong values were not merely taught but lived, transforming students’ predisposition toward difference and equipping them with durable interpersonal competencies. The study recommends integrating SPBL into character and civic education curricula across Indonesia’s pluralistic schools

Development of Teaching Materials Based on Malay Folk Tales of Ninth Students

Karmida Karmida, Asnawi — Sat, 18 Jul 2026 00:00:00 +0000

This research and development study aimed to create an interactive e-module based on Malay folk tales integrated with Islamic values to improve reading interest and reading comprehension among ninth-grade students at Yayasan Pendidikan Islam Al-Fauzi Medan. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study involved 30 ninth-grade students as the primary subjects, with expert validators assessing content, media, and language quality. Data collection utilized needs analysis questionnaires, expert validation sheets, pre-test and post-tests, student response questionnaires, interviews, and classroom observations. The findings revealed that the developed e-module achieved a validation score of 4.73 (Very Good category), demonstrating high feasibility for classroom implementation. Statistical analysis using paired-sample t-test showed significant improvements in students' reading interest (gain score +14.3, p = 0.000) and reading comprehension (gain score +23.3, p = 0.000), with the highest gains observed in critical/evaluative comprehension. Student response questionnaires indicated strong acceptance with an overall mean score of 4.74. The study concludes that integrating local Malay folklore, Islamic moral values, and interactive digital technology effectively addresses literacy challenges while promoting character education. The e-module serves as an innovative, practical, and culturally responsive learning resource suitable for Islamic junior high school contexts

The Effect of the Talking Stick Learning Model on Fifth-Grade Students’ Motivation to Learn Indonesian

Jagoksen Saragih, Sutikno, Rahmat Kartolo — Sat, 18 Jul 2026 00:00:00 +0000

The low motivation of students to learn Indonesian in grade V of SPF UPT SD Negeri 104220, Pancur Batu District, Deli Serdang Regency is a problem in this study. The learning methods are not varied enough, so students feel bored and not motivated to learn. One of the proposed solutions is the application of the Talking Stick learning model, which is believed to be able to increase students' learning motivation. This study aims to determine whether or not there is an influence of the Talking Stick learning model on students' learning motivation in the Indonesian language subject. The study used a quantitative method with a quasi-experimental research design. The population of the study was all fifth grade students of UPT SPF SD Negeri 104220, consisting of 48 students. The research sample was taken using a simple random sampling technique, so that two groups were obtained, namely the experimental group and the control group, each consisting of 24 students. The instruments used in this study were questionnaires to measure students' learning motivation and documentation. Data analysis was carried out using the t-test to test the research hypothesis. The results showed that there was a significant influence of the use of the Talking Stick learning model on students' learning motivation. This is evidenced by the t-count value of 7.81169, which is greater than the t-table value of 1.711, so that H0 is rejected and H1 is accepted. The conclusion of this study is that the application of the Talking Stick learning model can improve students' learning motivation in the Indonesian language subject in fifth grade UPT SPF SD Negeri 104220, Pancur Batu District, Deli Serdang Regency. Thus, this learning model is recommended as an alternative to increase students' learning motivation

Developing a Reading Comprehension Material Using The Herringbone Technique to Enhance Student’s Critical Thinking Skill

Juni Arianada Sianturi, Asnawi — Tue, 21 Jul 2026 00:00:00 +0000

This research and development (R&D) study aimed to develop a reading comprehension module using the Herringbone Technique to enhance critical thinking skills among eighth-grade students at UPT SMP Negeri 8 Medan. Following Borg and Gall's (2003) nine-step adaptation model, the study systematically developed, validated, and tested instructional materials for narrative text comprehension. The product, titled "Interactive Students' Narrative: A Reading Comprehension Module Using the Herringbone Technique," comprised three units featuring culturally relevant narratives integrated with structured questioning frameworks. Expert validation yielded an average score of 88.3% (highly valid category). Effectiveness testing with 32 students demonstrated significant improvement from pre-test (M=59.84) to post-test (M=82.34), with a normalized gain of 0.72 (high category). Paired-sample t-test results (t=14.83, p<0.05) confirmed statistically significant improvement. Student response questionnaires indicated highly positive perceptions (87.7%). The findings establish that Herringbone-based materials effectively scaffold reading comprehension and critical thinking development, offering a validated instructional resource aligned with the Merdeka Curriculum's emphasis on higher-order thinking competencies.

Developing Vocabulary Materials Through a Multisensory Approach for Preschoolers at TK Bangun Insan Mandiri

Maharani, Asnawi — Tue, 21 Jul 2026 00:00:00 +0000

This research and development study aimed to create and evaluate multisensory-based English vocabulary teaching materials for preschool learners aged 3-4 years at TK Bangun Insan Mandiri, Medan, Indonesia. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study produced two complementary products: a Teacher's Guide Book and a Student Activity Book organized around five thematic units (Plants, Recreation, Occupation, Elements, Universe). Validation by material experts (92.5%), media experts (92.5%), and practitioner teachers (89.29%) confirmed the products' high feasibility. Implementation with 14 preschoolers over five sessions using the Elements theme demonstrated significant vocabulary improvement, with pre-test scores averaging 37.86% (Belum Berkembang category) rising to 75.71% (Berkembang Sesuai Harapan category) in post-test assessments. Classroom observations revealed heightened student engagement, active participation, and enthusiasm during multisensory activities incorporating visual, auditory, tactile, and kinesthetic elements. The findings confirm that systematically developed multisensory materials effectively support vocabulary acquisition in early childhood EFL contexts, addressing the gap between theoretical support for multisensory learning and its limited practical application in Indonesian preschools. This study contributes practical, validated resources for early English vocabulary instruction and demonstrates the efficacy of developmentally appropriate, sensory-rich pedagogical approaches in fostering young learners' language development

Developing English Pronouncation Teaching Materials for Second Grade Students Though Tongue Twister

Irwansyah Zega, Ahmad Laut Hasibuan, Asnawi — Sun, 26 Jul 2026 00:00:00 +0000

This research aimed to develop English pronunciation teaching materials through tongue twisters for eighth-grade students at SMP Negeri 3 Mandrehe and to evaluate their effectiveness in improving students' pronunciation ability. The study employed Research and Development (R&D) methodology following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The needs analysis revealed that students experienced significant difficulties in English pronunciation, particularly in distinguishing vowel and consonant sounds, understanding spelling-pronunciation relationships, and applying correct word stress. Expert validation results showed that the developed materials were highly feasible, with an average score of 91.6% (very feasible category). The implementation involved 20 eighth-grade students over several learning sessions. The effectiveness analysis demonstrated a significant improvement in students' pronunciation ability, with the mean score increasing from 62.05 in the pre-test to 84.30 in the post-test, representing a 35.85% improvement. These findings indicate that tongue twister-based materials are effective in enhancing students' English pronunciation skills. The study recommends the implementation of these materials in English pronunciation instruction and suggests further research to explore additional pronunciation activities and broader applications

The Implementation of Inquiry Model to Enhance Speaking Skills and Learning Achievement Through Stand-Up Comedy Performance: A Study on Indonesian Language Learning in Grade X Senior High School

Selamet Riyadi, Sutikno, Rahmat Kartolo — Fri, 31 Jul 2026 00:00:00 +0000

Speaking proficiency represents a critical dimension of Indonesian language education, reflecting students' ability to articulate ideas, exercise critical thinking, and engage in meaningful social interaction. Despite its significance, numerous students demonstrate considerable difficulty in developing speaking skills, particularly in expressing opinions orally in public settings. This deficit stems from limited self-confidence, monotonous pedagogical approaches, and insufficient student-centered participation. The present study examines the implementation of the inquiry model integrated with stand-up comedy performance as a pedagogical intervention to enhance speaking skills and learning achievement among Grade X students at SMA Negeri 1 Sei Kanan. This model was selected based on evidence that it promotes active student engagement in information exploration, critical thinking development, and engaging opinion articulation. The incorporation of humor in learning is hypothesized to create a positive learning environment, strengthen student self-efficacy, and enhance intrinsic motivation. This research contributes both theoretical and practical insights to the development of innovative, interactive, and contextually appropriate learning strategies aligned with contemporary student characteristics. Through this communicative and expressive learning approach, students are expected to demonstrate heightened classroom participation, robust self-confidence, and comprehensive improvement in learning outcomes

Developong Writing Descriptive Text Based on Angkola Mandailing Culture at SMK Kesehatan Darmais Padangsidempuan

Sri Hartati Ningsih, Yulia Arfanti, Ahmad laut Hasibuan, Asnawi — Fri, 31 Jul 2026 00:00:00 +0000

This research aimed to develop valid and effective English teaching materials for writing descriptive texts based on Angkola Mandailing culture for students of SMK Kesehatan Darmais Padangsidimpuan. The study employed a research and development design using the ADDIE model, covering the phases of analysis, design, development, implementation, and evaluation. The needs analysis involved 20 tenth-grade students and showed that they considered descriptive writing important, preferred contextual topics linked to daily life and local culture, and needed support in vocabulary and grammar. The product consisted of descriptive writing materials integrating cultural content such as Sampuraga hot spring and Sipirok batik, accompanied by vocabulary lists, grammar focus, and structured writing tasks. Expert validation by material and media specialists indicated very high validity, with an overall score of 90.15%, confirming that the content, language, presentation, and layout were highly appropriate. Implementation in a small group try-out demonstrated that students’ mean writing scores improved from the “poor” category in the pre-test (mean 59.35) to the “good” category in the post-test (mean 81.30), with all students moving into at least “fairly good” and most into “good” or “very good” categories. These findings indicate that descriptive writing materials based on Angkola Mandailing culture are valid, feasible, and effective in enhancing students’ descriptive writing skills

The Effect of the Fun Learning Method on Reading Comprehension of Short Story Texts among Fourth-Grade Students

Sri Kholidah, Rahmat Kartolo, Sutikno — Fri, 31 Jul 2026 00:00:00 +0000

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes.

This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level

Digital Literacy and Teacher Readiness in Post-Pandemic Primary Education: A Structural Equation Modeling Approach

Sat, 01 Aug 2026 00:00:00 +0000

The abrupt transition to remote learning during the COVID-19 pandemic exposed critical gaps in primary teachers’ digital literacy and pedagogical readiness. While substantial quantitative research has measured these constructs, the intricate mechanisms through which digital literacy components shape teacher readiness remain underexplored from an interpretive perspective. This study employed a qualitative grounded theory design to construct a structural model delineating the relationships among digital literacy dimensions and readiness constructs in Indonesian post-pandemic primary education. Data were collected through semi-structured interviews with 32 purposively sampled primary school teachers, 14 classroom observations, and analysis of school digital policy documents across six public and private schools in West Java. Constant comparative analysis, encompassing open, axial, and selective coding, generated a substantive theory comprising five core digital literacy categories—technological proficiency, information evaluation, digital content creation, cyber-safety awareness, and collaborative digital communication—and three readiness dimensions—cognitive preparedness, affective commitment, and pedagogical agility. The emergent structural model posits that technological proficiency and cyber-safety awareness serve as foundational enablers; digital content creation acts as a central mediator; collaborative communication amplifies pedagogical agility; and information evaluation moderates the translation of skills into cognitive preparedness. The model reveals virtuous and vicious cycles, where insufficient cyber-safety awareness suppresses content creation, undermining overall readiness. The findings offer a contextually grounded, testable framework for future confirmatory studies using structural equation modeling, and provide actionable insights for teacher professional development policy in Indonesia’s decentralized education system

Developing Animated Video–Based English Vocabulary Materials for Fourth-Grade Elementary Students

Ayu Aprilia Pohan, Asnawi — Tue, 04 Aug 2026 00:00:00 +0000

This research aimed to develop and evaluate animated video-based English vocabulary learning materials for fourth-grade elementary students at UPT SD Negeri 066650 Medan. Employing a Research and Development (R&D) design adapted from the Borg and Gall model, the study involved 40 fourth-grade students across two classes (4A and 4B). The development process comprised seven stages: initial information collection, planning, initial field test, product revision, main field test, final product, and revision. Needs analysis revealed students' difficulties in vocabulary mastery, limited engagement with conventional teaching methods, and the need for contextual, audiovisual learning materials. The developed product utilized Peppa Pig animated videos integrated with vocabulary worksheets, pronunciation practice, and contextual exercises. Expert validation confirmed the media's feasibility. Quantitative results demonstrated significant vocabulary improvement: Class 4A increased from a mean pre-test score of 63.35 to 77.05 (13.70-point improvement), while Class 4B improved from 60.90 to 73.35 (12.45-point improvement). Qualitative findings indicated positive student responses, increased motivation, and enhanced classroom participation. The findings support Mayer's Multimedia Learning Theory, Paivio's Dual Coding Theory, and Krashen's Input Hypothesis. This study contributes a validated, practical animated video-based instructional product for elementary English vocabulary instruction

The Impact of Differentiated Instruction on Students' Critical Thinking Skills in Secondary Science Classrooms: A Quasi-Experimental Study

Baso Intang Sappaile, Bahmid Hasbullah, Wahdah, Kaso Mustamin, Dodi Sukmayadi — Sun, 09 Aug 2026 00:00:00 +0000

Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints