Nusantara: Jurnal Pendidikan Indonesia

Visionary Leadership Strategies for Sustaining Madrasah Culture in Industry 4.0

Aldo Redho Syam — 2025-10-31

Purpose – The purpose of this study is to explore visionary leadership strategies for sustaining and developing madrasah culture at the secondary school level (e.g., MTs and MA) in the industry 4.0 era. It examines how effective leadership can preserve traditional values while adapting to technological advancements in education.
Method – A literature review approach was employed, analyzing data from databases such as Google Scholar, JSTOR, and Scopus (2010-2025). Keywords included "visionary leadership," "madrasah culture," "Industry 4.0," and "educational leadership." Inclusion criteria focused on peer-reviewed articles, books, and conference proceedings related to madrasah leadership, with exclusion criteria eliminating studies not directly connected to the subject. The quality of studies was assessed using the CASP checklist.
Findings – The findings indicate that the effectiveness of madrasah leaders is crucial in preserving and developing madrasah culture in the industry 4.0 era. Visionary leadership is identified as the most effective model, with key strategies such as fostering a long-term, adaptable culture, positioning the leader as an agent of change, aligning goals with technological advancements, and promoting professional development through coaching and collaborative learning (e.g., Professional Learning Communities). The study emphasizes that successful leadership should focus on measurable outcomes, such as increased teacher collaboration, student engagement with technology, and improved educational performance in line with Industry 4.0 standards.
Research Implications – Madrasah leaders must adopt visionary leadership to navigate the challenges of Industry 4.0. By implementing these strategies, leaders can ensure the sustainability of madrasah culture while integrating technological advancements. Future research should focus on empirical studies assessing the practical application of these strategies, particularly through longitudinal and case studies across diverse madrasahs.

Cultivating a Quality Culture through Total Quality Management: A Case Study of High School Excellence Programs in Yogyakarta

Fajar Agung Pangestu — 2025-10-31

Purpose – This study aims to analyze the implementation of Total Quality Management (TQM) in high schools, particularly in relation to the school's excellent programs that support educational quality. The focus of this study is how TQM principles are applied through these programs and their impact on school quality management in promoting student achievement.
Method – This study uses a descriptive qualitative approach. It focuses on the phenomenon of implementation of TQM through the direct involvement of educational stakeholders, such as principals and teachers, as a crucial part of the data collection process. The study was conducted at Budi Mulia Dua International High School. This school was purposefully selected because it has implemented various excellent programs to improve the quality of education.
Findings – This study found that TQM is implemented through four main programs: Student Advisory, University Preparation Program, Talent Optimizing Program, and BMD Award. The implementation of TQM through these excellent programs has produced measurable outcomes, including monthly student?advisory mentoring sessions, 41 students successfully entering national and international universities, 3 national level competition winners, and 10 academic award recipients. These four programs illustrate TQM principles such as continuous improvement, customer focus, and full involvement and contribute to the formation of a sustainable school quality culture.
Research Implications – This research contributes principals and policy makers to design and refine excellent programs that instill TQM principles such as monthly student guidance to achieve improved achievement, continuing education and rewarding students to strengthen a sustainable quality culture.

Adaptasi dan Validasi Instrumen Career Adapt-Abilities Scale (CAAS) Versi Bahasa Indonesia untuk Mengukur Kesiapan Karier Siswa SMK

Mareta Lusiana Widyawati — 2025-10-31

Purpose – This study aims to adapt the Career Adapt-Abilities Scale (CAAS) into Indonesian language to suit the context of vocational high school (SMK) students in Indonesia. The purpose is to develop a reliable and valid instrument for assessing students’ career readiness, considering the linguistic and cultural characteristics of the local educational setting.
Method – The adaptation process followed established guidelines, involving translation, expert validation, and field testing with 276 students from grades XI and XII in SMK Ponorogo. Content validity was assessed using Aiken’s V index, while construct validity was evaluated through Exploratory Factor Analysis (EFA) using JASP software. Internal consistency was examined using Cronbach’s Alpha.
Findings – The results showed that 21 out of 24 items had Aiken’s V values ? 0.60, indicating good content validity. EFA revealed a new three-factor structure Concern, Curiosity, and a merged Control/Confidence factor which differed from the original four-factor model. The adapted instrument demonstrated high internal consistency with a Cronbach’s Alpha of 0.895. These findings suggest that the Indonesian version of CAAS is a valid and reliable tool for measuring career adaptability among SMK students.
Research Implications – The factor structure shift highlights contextual differences that should be considered in instrument adaptation. This study was limited to students from one district (Ponorogo), so broader sampling across different regions and school types is recommended to enhance generalizability. Further studies using Confirmatory Factor Analysis (CFA) are also encouraged to verify the factor stability of the Indonesian CAAS version and to explore its predictive validity related to students’ employability outcomes.

Strategi Meningkatkan Motivasi Belajar Ekonomi: Komunikasi Guru, Reward dan Ice Breaking

Amsya Sabrina — 2025-10-31

Purpose – This study investigates the influence of teacher communication style, reward provision, and the implementation of ice breaking activities on students’ motivation in learning economics. The research was motivated by the observed low enthusiasm and engagement of students during economics lessons at SMA N 1 Balapulang.
Method – The research employed a quantitative approach with a correlational associative survey design. Data were collected through a validated questionnaire comprising 60 Likert-scale items, administered to a sample of 40 grade XI students selected using proportionate stratified random sampling. Additional data were obtained from observation and documentation. The data were analyzed using descriptive statistics, simple linear regression, and multiple linear regression with the aid of SPSS version 26.
Findings – The results indicate that teacher communication style and ice breaking activities significantly and positively affect students’ learning motivation, while reward provision shows no significant effect. Simultaneously, the three variables contribute significantly, explaining 33.8% of the variance in learning motivation. Teacher communication style was found to have the strongest relative influence, followed by ice breaking, whereas rewards had a weak and non-significant contribution.
Research Implications – These findings highlight the importance of interpersonal communication and engaging classroom dynamics in enhancing students’ learning motivation, particularly in subjects often considered less appealing such as economics. Teachers are encouraged to strengthen their communication skills and incorporate creative ice breaking strategies, while the use of rewards should be reconsidered to align better with students’ needs and perceptions. Future studies may expand the scope by including intrinsic motivation factors, family environment, or technology-based learning methods.

Efektivitas Program Arabic Supercamp Dalam Meningkatkan Keterampilan Berbicara Bahasa Arab

Muh. Faruq — 2025-10-31

Purpose – This study aims to evaluate the effectiveness of an Arabic language camp in improving the Arabic speaking skills of students at MTsN 4 Malang, particularly in the Religious Program. The camp was conducted intensively over 8 instructional hours in 2 days using an interactive and immersive Arabic learning approach.
Method – This study employed a quantitative approach using a Pre-Experimental Design one-group pretest–posttest design involving 30 student participants. An oral speaking test based on dialogue model was administered before and after the program. Due to non-normal data distribution, the Wilcoxon signed-rank test was used to assess statistical significance, followed by a normalized gain (N-Gain) analysis to measure learning improvement.
Findings – The results showed an increase in the average score from 42 in the pretest to 78 in the posttest. The Wilcoxon test produced a significance value of p < .001 (?= .05), indicating a statistically significant improvement in students' Arabic speaking skills. The minimum N-Gain score was 0.30, the maximum was 1.00, and the average was 0.63, which is classified as moderate, suggesting the camp was moderately effective.
Research Implications – This study suggests that short-term, intensive Arabic immersion programs can serve as engaging and effective alternatives for enhancing speaking skills in religious educational settings. The study’s limitations include the short intervention duration, the limited and homogeneous sample, and a sole focus on cognitive outcomes. Future research should involve more diverse participants, extended timeframes, and incorporate additional skills, as well as affective and psychomotor aspects, to provide a more comprehensive understanding of the camp’s impact on Arabic-speaking proficiency.

Peran Pembelajaran Berbasis Inkuiri, Efikasi Diri dan Kemandirian Belajar Sebagai Prediktor Kemampuan Berpikir Kritis Siswa

Aura Dewi Amaryllis Adi Laksono — 2025-10-31

Purpose – This research aims to analyze the influences of inquiry-based learning, self-efficacy, and learning independence on students' critical thinking abilities within economics lessons. It seeks to provide new insights into the interaction of these factors in economics education, specifically exploring how tailoring inquiry-based learning can enhance critical thinking skills and contribute to more effective teaching methods.
Method – The study employed a quantitative approach using survey methods for data collection. Data was gathered through distributing questionnaires via Google Forms, conducting student interviews, and administering objective tests that included essay questions to assess critical thinking abilities. The sampling technique used was simple random sampling. Data analysis included instrument testing, classical assumption testing, and multiple linear regression analysis.
Findings – The findings of this research indicate that all three variables—inquiry-based learning, self-efficacy, and learning independence—have a significant positive effect on students' critical thinking abilities, as evidenced by the significance values for each variable being below 0.5. Specifically, the study found that inquiry-based learning has a positive effect, self-efficacy positively influences, and learning independence has a beneficial impact on students' critical thinking abilities. Furthermore, the Adjusted R Square value of 0.555 suggests that these three variables collectively account for 55.5% of the influence on critical thinking abilities.
Research Implications – The findings imply that strengthening inquiry-based learning, together with enhancing students’ self-efficacy and learning independence, can serve as an effective strategy for designing economics curricula and instructional practices that foster students’ critical thinking abilities.

Developing and Validating a Religious Literacy Scale for Prospective Teachers: An EFA–CFA Study in The Society 5.0 Era

Nur Anisyah Rachmaningtyas — 2025-10-31

Purpose – This study aims to develop a valid and reliable instrument to measure the religious literacy of prospective teachers in the Society 5.0 era. Religious literacy is a crucial aspect that prospective teachers must possess to face the challenges of 21st-century education and serve as role models for students.
Method – This study employed a development model with FGDs involving 7 experts to validate the instrument. The 25-item instrument covers five dimensions: religious knowledge, digital literacy use, digital learning skills, attitudes and values, and digital ethics. It was tested on 172 Islamic Education teacher candidates from various LPTKs, with data analyzed using EFA and CFA. Despite using a Likert scale, ML estimation was applied, as commonly done when scales have five or more categories.
Findings – The analysis results showed that the instrument had good construct validity and high reliability (? = 0.915). The instrument developed in this study initially consisted of 34 items, which were then reduced to 25 items based on the results of a review by 9 experts using the Aiken Formula.
Research Implications – This instrument acts as a competency map to guide educational institutions in developing more focused and contextual digital religious literacy programs. Thus, integrating digital religious literacy into the curriculum and academic culture is essential to prepare Islamic Education teachers who are both professional and exemplary in promoting moderate, wise, and relevant religious values in the digital era.

Eksplorasi Persepsi dan Praktik Guru dalam Mewujudkan Pendidikan Ramah Anak di Madrasah Tsanawiyah

Santi Andriyani — 2025-10-31

Purpose –This research aims to describe teachers’ perceptions of Madrasah Ramah Anak (MRA), uncover their experiences in applying its principles, and identify challenges and strategies used in the process.
Method – A descriptive qualitative approach was employed, involving 19 active teachers at MTs Tsamrotul Huda, Jepara. Data were collected February-April 2025 through semi-structured interviews, classroom observations, and open-ended questionnaires. Data analysis followed Miles and Huberman’s framework, which includes data reduction, data display, and conclusion drawing. To ensure accuracy and credibility, the analysis was supported by triangulation techniques.
Findings – The study found varied interpretations of MRA among teachers. Around two-thirds of the participants reported consistently applying child-friendly practices through fair, participatory, and nurturing approaches. However, challenges persist, including limited facilities, safety concerns, academic pressure, and inconsistent supervision. Teachers demonstrated strong commitment to creating inclusive classrooms, with 14 out of 19 emphasizing the importance of social-emotional guidance. As one teacher expressed, “Being a child-friendly teacher means listening to students’ feelings before teaching them lessons.
Research Implications – The findings underline the importance of continuous training, reflective practice, and collaboration among teachers, students, and parents. This study, however, has some limitations: it was conducted in a single school, relied on self-reported data that may be affected by social desirability bias, and showed inconsistencies between reported student participation and the teacher-focused sample. Future research should involve schools from different regions, include more varied participants, and use longitudinal observation to examine the long-term impact of child-friendly education.

Analisis Efektivitas Metode Kasus dalam Meningkatkan Pemahaman Materi Biaya Overhead Pabrik pada Mahasiswa

Astuning Saharsini — 2025-10-31

Purpose –This study investigates the effectiveness of the case method in enhancing students’ conceptual understanding of factory overhead costs in cost accounting courses within the Accounting Education Program at Universitas Sebelas Maret.
Method – Adopting a mixed-method sequential explanatory design, the study combined quantitative data from 71 students through questionnaires with qualitative insights from five in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined thematically to explain the numerical findings.
Findings – The findings revealed a substantial improvement in students’ comprehension of cost accounting concepts after participating in case-based learning. The mean understanding score increased from 3.81 to 4.25, indicating a significant enhancement in their ability to differentiate between fixed and variable overhead and to apply cost allocation methods accurately. Reliability analysis produced Cronbach’s Alpha values above 0.85 for all variables, confirming internal consistency. Qualitative data supported the quantitative results, showing that students became more confident in analyzing real-world problems, collaborating in groups, and linking theory to practice.
Research Implications – The study demonstrates that the case method can effectively enhance conceptual and applied understanding of cost accounting topics. Practically, it supports the implementation of student-centered and industry-oriented learning strategies to improve graduates’ readiness for professional accounting practice.

From Policy to Practice: How Indonesian Universities’ Syllabi and LMS Materials Address ChatGPT in EFL Writing Instruction

Farida Noor Rohmah — 2025-10-31

Purpose – This study examines how Indonesian universities incorporate ChatGPT and other artificial intelligence (AI) techniques in English as a Foreign Language (EFL) writing teaching via institutional documents.
Method – A qualitative document analysis was conducted on three syllabi and one set of Learning Management System (LMS) materials collected from three Indonesian universities between March and May 2025.
Findings – The results indicate that while all syllabi addressed originality through similarity thresholds, only one out of three (33%) explicitly mentioned AI, and none provided instructional guidance on its responsible use. Two universities (67%) set specific Turnitin similarity limits, whereas none included learning activities or materials that integrated AI literacy. LMS materials primarily restated these evaluative criteria without incorporating further pedagogical support.
Research Implications – The paper offers a curricular viewpoint on current discussions over AI integration in higher education and advocates for more explicit, pedagogically grounded policies that reconcile academic integrity with the enhancement of AI literacy in EFL writing teaching. As practical guidance, institutions could (1) incorporate a syllabus clause specifying permitted AI supports, with mandatory disclosure and attribution statements, and (2) develop an LMS checklist that links to AI literacy micro-modules, fact-checking worksheets for AI-generated content, and reflective prompts on ethical use.

Efektivitas Learning Cycle 7E Terhadap Hasil Belajar Biologi pada Materi Sistem Organisasi Kehidupan Makhluk Hidup

Mukhlis Rohmadi — 2025-10-31

Purpose – This research is based on the problem of the completeness of learning of grade VII students of SMPN 8 Palangka Raya on the material of the organization system of living, which is caused by the limited facilities so that it causes low interest and activeness of students during learning. This study was conducted to test the effectiveness of the application of the Learning Cycle 7E model to biology learning outcomes.
Method – The research design used was an unequal control group. The sample in this study was grade VII students of SMP N 8 Palangka Raya who were selected by purposive sampling. The number of participants will be adjusted according to class availability and approval from the school. Data analysis uses a t-test calculated using the SPSS application for Windows Version 21.0.
Findings – The results of the Paired Sample t-test on the learning outcome score of the students of the experimental group, which resulted in an Asymp. Sig. (2-tailed) value of 0.000. Based on the decision criteria (Asymp. Sig. (2-tailed) < 0.05), H0 was rejected, and Ha was accepted. Therefore, it can be concluded that the learning model of the 7E Learning Cycle has a significant influence on student learning outcomes.
Research Implications – The findings suggest educators to integrate the 7E Learning Cycle as a key strategy in the teaching of abstract science material. The theoretical contributions of the 7E Learning Cycle model support the view that active learning is key, and that knowledge is built by students based on existing experiences and ideas. Practical recommendations from this study are implementation steps that teachers can apply to maximize the effectiveness of learning models, encourage constructivist learning, and use comprehensive formative assessments.

Improving Students’ Speaking Ability Through Picture Series: A Classroom Action Research at MTs Darul Ulum Budi Agung Medan

Rahayu Syafitri — 2025-10-31

Purpose – The objective of this study was to boost the English-speaking proficiency of eighth-grade students at MTs Darul Ulum Budi Agung Medan by using picture series as visual teaching tools. Numerous students struggled with speaking due to insufficient self-assurance, restricted word knowledge, and a shortage of stimulating materials. The investigation examined whether picture series could help students achieve better fluency and precision when conveying procedural instructions.
Method – The research employed Classroom Action Research (CAR) following the model by Kemmis and McTaggart, carried out over two cycles that included stages of planning, implementation, monitoring, and evaluation. A total of 35 students took part, with information gathered via initial tests, final assessments, classroom monitoring, and discussions. The evaluation of speaking skills encompassed aspects such as grammar, vocabulary, understanding, fluency, and pronunciation.
Findings – The outcomes demonstrated a notable advancement in the students' speaking capabilities. The average score rose from 52.80 in the initial test to 71.31, and further to 78.40 and 79.20 in the subsequent assessments, reflecting a 50% increase in overall competence. Participants exhibited increased self-confidence, smoother delivery, and greater precision in articulating thoughts via sequenced images, with clear enhancements across all evaluated areas.
Research Implications – These results highlight the importance of visual tools in promoting effective interaction and meaningful language production. In practical terms, the study provides educators with an effective approach to enrich speaking exercises in English as a Foreign Language (EFL) setting. Subsequent investigations might investigate the use of digital versions of image-based instruction and their effects on additional language abilities.

Efektivitas Metode Drill terhadap Hasil dan Motivasi Belajar Bahasa Arab Siswa Sekolah Dasar: Penelitian Tindakan Kelas pada Materi Fi’il Madhi Shohih Salim

Yarkoni Budi Tomo — 2025-10-31

Purpose – This study aims to improve students’ learning outcomes and motivation in Arabic language learning, particularly in the topic of fi’il madhi shohih salim, through the implementation of the drill method in Class V-C of SDIT Al-Mannan Boyolali. The background of this research lies in the low level of student engagement and achievement caused by monotonous and less contextual teaching methods.
Method – The study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The research subjects were 35 female students of Class V-C in the 2024/2025 academic year. Data were collected through tests (pre-test, cycle I, and cycle II), observation of learning activities, interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman.
Findings – The students’ average score increased from 60.1 in the pre-action stage to 74.0 in cycle I and 82.3 in cycle II, with learning mastery improving from 45% to 85%. Observation results indicated an increase in students’ participation, confidence, and courage in speaking and writing Arabic. Classroom learning activities became more dynamic, characterized by enhanced group interaction and greater student involvement in repetitive exercises. Overall, the application of varied drill techniques through language games and visual media effectively strengthened students’ morphological memory while maintaining their learning motivation.
Research Implications – The findings imply that the drill method, when applied with variation and supported by engaging media, can serve as an effective strategy to enhance both learning achievement and motivation in Arabic language instruction. Teachers are encouraged to integrate the drill method with communicative and digital approaches to sustain student engagement and optimize long-term learning outcomes in similar educational settings.

The Effect of the Kampus Mengajar Program on English Education Students’ Teaching Skills: A Comparative Study

Anisa Nurul Safitri — 2025-10-31

Purpose – This study aims to review the Effect of the Kampus Mengajar Program on the Teaching Skills of English Language Education Students of the 2021 intake at Universitas Muhammadiyah Surakarta. This initiative offers direct teaching practice in schools, which is expected to improve their pedagogical competence.
Method – The sample consisted of 54 participants from batches 5, 6, and 7, using a descriptive-comparative quantitative approach with a retrospective pretest-posttest design. Data collection used a closed questionnaire with a Likert scale. The questionnaire consisted of 21 indicators: 15 questions based on the microteaching approach of Allen & Cooper (1972) and 6 questions based on the CLT theory of Richards (2006). Technical data analysis was conducted using SPSS software version 24 for Windows.
Findings – The results of the study, based on the Wilcoxon signed-rank test, indicate that (1) students’ teaching skills during the pretest are at the developing level with an average score of 3.05; (2) teaching skills after the posttest increase to the proficient category with an average score of 3.73; and (3) there is a significant difference between the pretest and posttest results, as shown by the Z value = -4.711 with Asymp. Sig (2-tailed) = 0.000 < 0.05.
Research Implications – These findings highlight the importance of experiential learning programs in enhancing the pedagogical competencies of English education students. However, the sample size is small, and the use of self-perception means that further research is recommended to use a mixed approach with a wider sample.

Enhancing Students’ Vocabulary Mastery through AI-Based Quizizz: A Classroom Action Research at SMA Budi Agung Medan

Ajeng Galuh Sri Utami — 2025-10-31

Purpose – This study aims to improve students' vocabulary mastery in descriptive texts through Artificial Intelligence (AI) Based Quizizz, a gamified and interactive learning tool. It addresses the challenge of low vocabulary retention and aims to boost engagement and motivation in English learning.
Method – Using a Classroom Action Research (CAR) design, the study was conducted in two cycles with tenth-grade students at SMA Budi Agung Medan. Data were collected through vocabulary tests, observation sheets, and interviews. Quantitative data were analyzed descriptively, while qualitative data were examined thematically to assess changes in students’ attitudes, motivation, and participation.
Findings – The integration of AI based Quizizz led to significant improvements in students’ vocabulary mastery and active engagement. The game-based features and real-time feedback created a student-centered learning environment, enhancing vocabulary retention and motivation.
Research Implications – This study underscores the potential of AI-driven gamification tools like Quizizz in enhancing English learning. It suggests further research on its use in other language skills and its long-term impact on motivation and performance.

Pemetaan Tren Riset dan Dampak Pedagogis Augmented Reality dalam Pembelajaran Fisika: Analisis Bibliometrik dan Systematic Literature Review

Fabrizia Hidayatul Fadilla — 2025-10-31

Purpose – This study comprehensively maps and analyzes the effectiveness and implementation challenges of Augmented Reality (AR) in Indonesian physics education from 2020 to 2024.
Method – A combined bibliometric analysis and Systematic Literature Review (SLR) approach, following the PRISMA 2020 protocol, was used. One hundred (100) peer-reviewed articles from the Crossref database were collected. VOSviewer mapped publication trends, and SLR synthesized evidence across key indicators: learning outcomes, motivation, interest, critical thinking, and implementation barriers.
Findings – Analysis of the 100 articles revealed five dominant research clusters: learning outcomes, motivation, interest, critical thinking, and implementation barriers. The SLR confirms substantial effectiveness of AR (average N-gain = 0.71, categorized as high) in improving students' conceptual understanding. However, its widespread integration faces persistent challenges related to digital infrastructure, technical reliability, curriculum alignment, and teacher readiness.
Research Implications – To ensure sustainable integration, policymakers must prioritize strengthening digital infrastructure and teacher technical competence. The findings recommend that developers focus on creating AR content that is both pedagogically sound and designed for low-bandwidth environments to maximize the educational impact of AR in the Indonesian context.

Pengembangan Buku Pengayaan Menulis Teks Berita Terintegrasi Nilai Kebhinekaan Global sebagai Sumber Belajar Kontekstual untuk Penguatan Krakter Peserta Didik SMP/MTs

Markhamah Wiliyana — 2025-10-31

Purpose – Students learning outcomes in writing news texts remain low, partly due to the limited availability of learning resources in schools. They also have not yet been able to apply global diversity values effectively. Therefore, it is necessary to develop an enrichment book as supplementary material in the learning process. This study aims to develop a News Writing Enrichment Book with Global Diversity Values and to assess its feasibility through expert validation.
Method – This research employed a Research and Development (R&D) method based on Sugiyono’s model, which consists of five stages: needs analysis, data collection, product design, design validation, and revision. The study involved teachers and students from three junior high schools, with data collected through observation, interviews, and questionnaires.
Findings – The research findings indicate that both teachers and students require an enrichment book as a companion resource to meet learning needs effectively. The results of the expert validation show that the developed enrichment book achieved an average feasibility score of 95.3%, categorized as highly feasible for use in the learning process.
Research Implications – The enrichment book contributes to improving students’ skills in writing news texts while simultaneously integrating global diversity values that strengthen student character in accordance with the Pancasila Student Profile. Furthermore, it encourages students to understand, respect, and appreciate the cultural diversity present in their surroundings.

Pegembangan Media Mind Mapping Digital Berbasis OBE Untuk Meningkatkan Berpikir Kritis Mahasiswa

Mica Siar Meiriza — 2025-10-31

Purpose – Students’ critical thinking skills in the History of Socialist Economic Thought course are still low because learning is mostly lecture-based and less interactive. Therefore, innovative media are needed to make learning more engaging and outcome oriented. This study aims to develop Outcome-Based Education (OBE)-based Digital Mind Mapping media and examine its feasibility and effectiveness in improving students’ critical thinking skills.
Method – The study used a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects were 34 students of the Economics Education Study Program at Universitas Negeri Medan. Data were collected using tests (one group pretest–posttest) and non-test instruments such as observation, interviews, and questionnaires.
Findings – Validation results showed that the media was very feasible, with an average score of 87.14% from material, media, and design experts. Effectiveness testing obtained an N-Gain value of 0.58 (moderate) and Cohen’s d of 2.26 (very large effect), proving that the media effectively enhanced students’ critical thinking.
Research Implications – The findings strengthen the constructive alignment principle of OBE and support Mayer’s multimedia learning theory, emphasizing that visual and interactive media can improve students’ engagement and higher-order thinking skills.

Model Hubungan Self-esteem dan Outcome expectation dalam Memprediksi Minat Mengajar: Pendekatan Social Cognitive Career Theory

Fedi Kurniawan — 2025-10-31

Purpose – This study aims to analyze the influence of self-esteem and outcome expectations on students’ interest in becoming teachers, with (CDSE) as a mediating variable within the framework of the Social Cognitive Career Theory (SCCT). The research addresses the declining interest of teacher education students in pursuing teaching professions and seeks to identify internal psychological mechanisms that shape teaching career intention.
Method – Using a quantitative explanatory design, this study involved 83 students of Economic Education at Universitas Negeri Semarang (UNNES) selected through simple random sampling. Data were collected via standardized instruments adapted from Rosenberg (1965), Taylor & Betz (1983), Lent & Brown (2013), and McCoach et al. (2013). Mediation analysis was performed using regression with 5,000 bootstrap resampling and bias-corrected confidence intervals (95% CI) via PROCESS Macro v4.3 (Hayes, 2018).
Findings – The results reveal that self-esteem significantly affects CDSE (? = 1.212, p < 0.001) but not teaching interest directly (? = 0.116, p = 0.399). Conversely, outcome expectations influence both CDSE (? = 0.905, p < 0.001) and teaching interest (? = 0.605, p < 0.001). CDSE fully mediates the relationship between self-esteem and teaching interest, and partially mediates that between outcome expectations and teaching interest (R² = 0.89–0.92).
Research Implications – The findings extend SCCT by confirming the full mediation of CDSE between self-esteem and teaching interest in Indonesian pre-service teachers. Policy implications suggest that teacher education curricula should integrate structured career efficacy training and address the economic stigma surrounding teaching by improving teacher welfare and career incentives. Future longitudinal or cross-institutional research is recommended to examine the development of CDSE and teaching interest across different teacher education institutions.

Analisis Pengaruh Manajemen Pembiayaan Pendidikan Terhadap Efektivitas Pengelolaan Administrasi Sekolah Menengah Atas

Shiffa Nurul Muthia — 2025-10-31

Purpose – This study aims to analyze the effect of educational financing management on the effectiveness of school administrative at SMA Karya Budi Cileunyi, Bandung Regency. Transparent, accountable, and efficient financial governance is considered essential for improving administrative performance in educational institutions.
Method – This research employed a quantitative descriptive approach with a population consisting of teachers and education staff. A total of 42 respondents were selected through proportional sampling. Data were collected using questionnaires, supported by documentation and observation. Analysis techniques included validity and reliability tests, normality and homogeneity tests, and hypothesis testing using simple linear regression, t-test, and the coefficient of determination (R²) through SPSS v27.
Findings – The analysis revealed that educational financing management (mean = 3.63) and administrative effectiveness (mean = 3.61) were both in the very high category. The t-test result (t = 6.663; p < 0.001) confirmed a significant positive effect of financing management on administrative effectiveness, with an R² value of 0.526, indicating that 52.6% of administrative effectiveness is influenced by financing management.
Research Implications – This study contributes to educational management literature by demonstrating how transparent and accountable financing governance enhances school administrative effectiveness. Practically, the findings suggest that schools should strengthen budgeting, accounting, and auditing practices to ensure sustainable and effective administrative management.