Journal of Educational and Learning Studies
Journal of Educational and Learning Studies ISSN: 2655-2760 (Print), ISSN 2655-2779 (Electronic) is an international, peer-reviewed journal and scientific journal manages Global Econedu. The journal welcomes original research articles, review papers, and conceptual studies in the fields of education, learning innovation, curriculum and instruction, educational technology, digital learning, assessment and evaluation, teacher education, higher education, vocational education, guidance and counseling, educational psychology, special and inclusive education, language and literacy education, STEM education, social sciences, economics and business education, management studies, public policy, arts and humanities, communication studies, cultural studies, and interdisciplinary research related to human development and social transformation. The journal also encourages studies focusing on contemporary issues such as artificial intelligence in education, e-learning, blended learning, sustainable education, mental health and well-being in educational settings, community empowerment, educational leadership, innovation in pedagogy, and the integration of technology in teaching and learning practices at local, national, and international levels. Journal of Educational and Learning Studies It was first online published by Global Econedu in Volume 4 Issue 2, 2021. The past Journal of Educational and Learning Studies website visit here
JELS is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms: Journal of Educational and Learning Studies is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free to: Share - copy and redistribute the material in any medium or format. Adapt - remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
The relationship between self-control and tax aversiveness and students' academic procrastination
Academic procrastination is a common phenomenon that negatively impacts student achievement. This study aims to examine the relationship between self-control and task aversiveness on students' academic procrastination. The study was conducted using a quantitative correlational approach on 285 students of SMA Negeri 8 Padang City who were selected using proportional stratified random sampling. Data were collected using a questionnaire and analyzed through simple linear regression. The results showed that self-control had a significant negative relationship with academic procrastination, while task aversiveness had a significant positive relationship with academic procrastination. These findings confirm that low self-control and high perceptions of task uninterestingness contribute to increased procrastination. The practical implications of these results can be the basis for developing guidance and counseling services to improve self-control and reduce task aversiveness.
Copyright (c) 2026 Indra Saputra, Firman Firman, Dea Aulia https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of physical fitness, breakfast habits, and self-confidence on learning outcomes
This study aims to examine the direct, indirect, and simultaneous effects of physical fitness, breakfast habits, and self-confidence on physical education learning outcomes. A quantitative associative design with a path analysis approach was used. The population consisted of 146 students, with a purposive sample of 50 students. Data were collected through physical fitness tests, questionnaires on breakfast habits and self-confidence, and students’ report card scores. Data were analyzed using path analysis at a significance level of 0.05. The findings show that physical fitness has a significant direct effect on learning outcomes (0.435; 18.92%) and a strong indirect effect through self-confidence (total effect 78.49%). Self-confidence also has a significant direct effect (0.564), while breakfast habits show a weaker and non-significant direct effect but a small indirect contribution (3.49%). Simultaneously, all variables significantly influence learning outcomes (R² = 0.886). Physical fitness and self-confidence are key determinants of learning outcomes, with self-confidence acting as an important mediating variable.
Copyright (c) 2026 Khasinatul Adila, Kamal Firdaus, Sepriadi Sepriadi, Liza Liza https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a problem-based learning interactive quiz for fifth-grade mathematics
This study aimed to develop and evaluate the validity and practicality of a Problem Based Learning (PBL)-based interactive quiz for teaching fractions and decimals in elementary school mathematics. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observations, interviews, expert validation sheets, and practicality questionnaires. The product was validated by media and material experts, while practicality was assessed through teacher responses. The needs analysis indicated that students experienced difficulties in understanding fractions and decimals and required more interactive learning media. The developed product was a web-based interactive quiz integrating contextual problem-solving activities. Media validation obtained a mean score of 3.14 (valid), material validation achieved 3.73 (very valid), and teacher practicality reached 3.86 (very good). The developed PBL-based interactive quiz is valid and practical for supporting mathematics learning on fractions and decimals at the elementary school level.
Copyright (c) 2026 Win Siti Suciati, Abna Hidayati, Jasrial Jasrial, Hani Fannisa https://creativecommons.org/licenses/by-nc-sa/4.0
Effect of problem-based learning integrated with Contextual Teaching and Learning on kitchen utensil learning outcomes
This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with Contextual Teaching and Learning (CTL) on students’ cognitive learning outcomes in the Kitchen Utensil topic among Grade X Culinary students at SMK Negeri 3 Solok. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The sample consisted of 62 students divided into an experimental group (n = 31) and a control group (n = 31). Data were collected through pretest and posttest achievement tests and analyzed using descriptive statistics, Independent Samples t-test, Paired Samples t-test, N-Gain analysis, and Cohen’s d effect size. The findings revealed a significant difference in posttest scores between the experimental and control groups (t = 3.020, p = 0.004). The experimental group achieved a higher mean score (79.44) than the control group (72.58). Furthermore, students in the experimental group demonstrated significant improvement from pretest to posttest (t = -13.902, p < 0.001), with an N-Gain score of 0.39 and a very large effect size (d = 2.497). The PBL-based CTL model was effective in improving students’ cognitive learning outcomes and can serve as an innovative instructional approach in vocational culinary education.
Copyright (c) 2026 Trisna Atmadinata, Fadhilah Fadhilah, M. Giatman, Kasmita Kasmita https://creativecommons.org/licenses/by-nc-sa/4.0
Improving creativity and collaboration through padlet-assisted project-based learning in civic education
This study aimed to improve students’ creativity and collaboration through the implementation of Project-Based Learning (PjBL) assisted by the Padlet application in Civic Education (PPKn) learning. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, acting, observing, and reflecting stages. The research was conducted in three cycles involving Grade X students at SMA Negeri 8 Padang. Data were collected through observations, interviews, documentation, and project assessment rubrics measuring creativity and collaboration. The findings showed a continuous improvement in students’ creativity and collaboration across the research cycles. Creativity increased from 45.59% in the pre-action stage to 88.60% in Cycle III, while collaboration improved from 36.76% to 83.00%. The integration of PjBL and Padlet encouraged active participation, idea generation, teamwork, and meaningful learning experiences. PjBL assisted by Padlet effectively enhanced students’ creativity and collaboration in Civic Education learning.
Copyright (c) 2026 Nova Novita, Maria Montessori, Fatmariza Fatmariza, Junaidi Indrawadi https://creativecommons.org/licenses/by-nc-sa/4.0
Human factor training as a learning intervention for Technical Personnel performance
This study aimed to analyze the partial and simultaneous effects of Human Factor Training, Engineer Competence, and Work Motivation on Aircraft Engineer Performance in the Line Maintenance Unit of Garuda Maintenance Facility AeroAsia. A quantitative descriptive-correlational design was employed. The population consisted of 103 aircraft engineers across three maintenance stations (KNO, CGK, and SUB). Following instrument validation with 30 engineers, 73 engineers were selected as the main sample using cluster random sampling. Data were collected through a five-point Likert-scale questionnaire and analyzed using multiple linear regression in SPSS 25. Human Factor Training significantly influenced engineer performance (t = 6.642; p < 0.001), as did Engineer Competence (t = 2.192; p = 0.032). In contrast, Work Motivation showed no significant effect (t = 1.763; p = 0.082). Simultaneously, the three variables significantly affected engineer performance (F = 288.248; p < 0.001). Human Factor Training emerged as the strongest predictor of engineer performance, followed by Engineer Competence. Although Work Motivation was positively related to performance, its contribution was not statistically significant, suggesting that performance in aircraft maintenance is more strongly influenced by technical competence, safety training, and compliance with aviation regulations and standard operating procedures.
Copyright (c) 2026 Rahmat Rahmat, Bambang Heriyadi, M Giatman, Syahril Syahril https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the needs for RADEC-based social studies teaching materials
This study aimed to analyze the need for developing RADEC-based Social Studies teaching materials to enhance environmental literacy among elementary school students in the Sarimukti Landfill area, West Bandung Regency. A descriptive qualitative approach was employed involving teachers and fifth-grade students from elementary schools located near the Sarimukti Landfill. Data were collected through questionnaires, observations, and interviews and analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed a strong need for contextual teaching materials that support reading activities, analytical questioning, collaborative discussions, concept explanation, and project creation. Students demonstrated positive responses to the RADEC learning stages and showed high interest in environmental learning, although their understanding of environmental issues remained limited. RADEC-based Social Studies teaching materials are needed to provide meaningful learning experiences and strengthen students’ environmental literacy through contextual environmental issues surrounding the Sarimukti Landfill.
Copyright (c) 2026 sri rohartati https://creativecommons.org/licenses/by-nc-sa/4.0
Interactive effects of motor coordination and socioeconomic status on fundamental motor skills
This study aimed to examine the individual and combined effects of motor coordination and socioeconomic status on Fundamental Motor Skills (FMS) among elementary school students. A quantitative study using a 2 × 2 factorial design was conducted involving 72 students selected through purposive sampling from a population of 101 students at SDN 45 Bungo Pasang, Padang City. FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2), motor coordination was measured using the (KTK), and socioeconomic status was classified based on parental socioeconomic data. Data were analyzed using descriptive statistics and Two-Way ANOVA. Significant differences were found between students with high and low motor coordination (p = 0.028) and between students with moderate and low socioeconomic status (p = 0.014). A significant interaction effect was also identified between motor coordination and socioeconomic status (p < 0.001). FMS development is influenced by both motor coordination and socioeconomic conditions, highlighting the importance of integrating individual motor competence and environmental support in physical education programs.
Copyright (c) 2026 Difi Deofsila, Syahrial Bakhtiar, Gusril Gusril, Yendrizal Yendrizal, Lucy Pratama Putri, Risky Syahputra https://creativecommons.org/licenses/by-nc-sa/4.0
Supportive principal leadership and learning quality: the mediating role of teachers’ affective commitment
This study aimed to analyze the effects of supportive principal leadership on teachers’ affective commitment and learning quality, as well as the mediating role of teachers’ affective commitment in public elementary schools in Kinali District. This study employed a quantitative correlational design using Structural Equation Modeling (SEM). The population consisted of 386 public elementary school teachers, with 196 respondents selected through proportional stratified random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring supportive principal leadership, teachers’ affective commitment, and learning quality. The findings showed that supportive principal leadership significantly influenced teachers’ affective commitment (β = 0.73; CR = 6.84; p < 0.001) and learning quality (β = 0.41; CR = 4.12; p < 0.001). Teachers’ affective commitment also had a significant positive effect on learning quality (β = 0.52; CR = 5.36; p < 0.001). Indirect analysis revealed that supportive leadership affected learning quality through teachers’ affective commitment with an indirect effect of 0.38 and a total effect of 0.79. The SEM model demonstrated good fit indices (RMSEA = 0.041; CFI = 0.96; TLI = 0.95). Supportive principal leadership and teachers’ affective commitment play significant roles in improving learning quality in elementary schools.
Copyright (c) 2026 Dede Mardanil, Anisah Anisah, Lusi Susanti, Jasrial Jasrial https://creativecommons.org/licenses/by-nc-sa/4.0
Development of an LMS-based flipped learning e-module for TOEIC preparation
This study aimed to develop an LMS-based e-module using the Flipped Learning model for Grade XI vocational high school students and to evaluate its validity, practicality, and effectiveness in supporting TOEIC preparation. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 187 Grade XI students from five vocational school classes. Data were collected through expert validation sheets, student response questionnaires, and TOEIC-based pre-test and post-test assessments. Data were analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-test, Cronbach’s Alpha, and item-total correlation. The developed e-module achieved an overall validity score of 86.4%, indicating a very valid category. The practicality assessment yielded a mean score of 72.62%, categorized as practical. Students’ learning achievement improved significantly, with mean scores increasing from 26.76 (pre-test) to 63.02 (post-test). The average N-Gain score was 0.4961, indicating moderate effectiveness. Furthermore, the paired sample t-test revealed a statistically significant improvement in learning outcomes (t = 35.185, p < 0.001). The LMS-based Flipped Learning e-module is valid, practical, and effective for enhancing TOEIC-related English learning achievement among vocational high school students.
Copyright (c) 2026 Santy Mery, Zelhendri Zen, Fetri Yeni, Rayendra Rayendra https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of online gaming intensity and school environment on students’ social behavior
This study aimed to examine the relationships between online game playing intensity, school learning environment quality, and the social behavior of vocational high school students in Pesisir Selatan Regency. A quantitative correlational design was employed involving 221 vocational high school students selected through proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring online game playing intensity, school learning environment quality, and social behavior. Data were analyzed using simple and multiple correlation and regression analyses with SPSS. The findings revealed that online game playing intensity was positively and significantly related to social behavior (r = 0.442, p < 0.05), contributing 21.5% to the variance. The school learning environment also showed a positive and significant relationship with social behavior (r = 0.487, p < 0.05), contributing 23.7%. Simultaneously, both variables significantly predicted social behavior (R = 0.489, p < 0.05), explaining 23.9% of the variance. Online game playing intensity and school learning environment quality are significant factors associated with the social behavior of vocational high school students.
Copyright (c) 2026 Aisyah Aisyah, Suryanef Suryanef, Maria Montessori, Al Rafni https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher competence and preparedness for inclusive physical education (2020-2025): a systematic review of empirical evidence
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Copyright (c) 2026 Aidil Syaputra, Jeki Haryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Project-based learning in physical education and sport (2020-2025): a systematic review of teaching approaches and student learning outcomes
Project-Based Learning (PjBL) as a student-centred, inquiry-driven pedagogy has been widely accepted. However, its implications in physical education (PE) and sport have not been fully explored and vary across different contexts. This systematic literature review consolidates findings from different studies that have looked into PjBL in PE and sport-related educational settings and the effect it has on learning outcomes. The review adhered to the PRISMA 2020 framework and a structured Scopus search was performed which initially identified 682 records. Subsequently, duplicates and records ineligible due to document-type, language, and subject-area limiters were removed. Title and abstract screening was followed by full-text eligibility assessment against pre- defined criteria resulted in 14 studies published between 2020 and 2025. Empirical studies employing PjBL in physical education, sport, or coaching settings (2020–2025) were eligible; the 14 retained studies resulted from criterion-based screening rather than a predetermined target. Methodological quality was appraised with the FICO framework (threshold 3.0/4.0), and screening decisions were checked for reviewer agreement. Synthesis was thematic (interpretive) rather than meta-analytic. The thematic synthesis yielded three main findings: PjBL is executed through a variety of ways such as classroom projects, teacher-training tasks, and work- based coach development; it leads to improvements in cognitive, psychomotor, and affective outcomes, including collaboration and self-confidence; however, implementation is limited by remaining barriers such as inadequate facilities, time, and teacher readiness. This review of literature contributes to sport pedagogy by revealing PjBL practice and outcomes, gives a guide to the practitioners, offers practical help to the teachers and coaches, and encourages larger, longitudinal, and methodologically rigorous studies
Copyright (c) 2026 Gemi Candra, Jeki Haryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusion as a co-produced accomplishment: a stakeholder-sensitive systematic review of barriers and facilitators in inclusive physical education
Inclusive physical education (IPE) is considered by many to be the best way to allow people with disabilities, equal opportunities for engaging in physical activities but its actual implementation varies greatly within educational systems. This systematic review was conducted to uncover the barriers and facilitators to IPE implementation and to see how various stakeholders influence the process. The study was carried out in line with the PRISMA (2020) guidelines. Through a structured search of the Scopus database, 357 articles were found; after excluding 14 duplicates and through successive screening, 18 studies published between 2021 and 2025 were selected according to the inclusion and exclusion criteria. Barriers and facilitators were synthesised using a socio-ecological framework distinguishing individual, relational, and structural determinants. The corpus (n = 18) was predominantly qualitative and spanned twelve countries, integrating the perspectives of teachers, pre-service teachers, and students with disabilities. Across the included studies, inadequate teacher preparation was the most consistently reported barrier, while practicum-based teacher education emerged as the most strongly evidenced facilitator. Notably, multiple studies converged on the finding that physical placement in mainstream classes did not, by itself, secure social belonging. Thematic analysis unfolded that lack of sufficient initial and continuous teacher training, poor structural settings, and inflexible pedagogical conventions are still major obstacles, whereas focused teacher education, reflective and individualized teaching methods, and nurturing school environment act as facilitators. Results show that physical inclusion alone is not sufficient to bring about social inclusion. This review offers an integrated, stakeholder-aware narrative on IPE implementation, provides useful advice for teacher training, and lays down a research agenda emphasizing student voice and longitudinal designs.
The effectiveness of the games based learning model in improving students' lower passing skills
This study aimed to examine the effectiveness of the Games Based Learning (GBL) model in improving volleyball lower passing skills among Grade X students at SMKN 1 Solok Selatan. A quantitative quasi-experimental study employing a Non-equivalent Control Group Pretest–Posttest Design was conducted. The sample consisted of 69 students selected through total sampling, including 35 students in the experimental group and 34 students in the control group. The experimental group received Games Based Learning instruction, while the control group received conventional instruction. Data were collected using a lower passing skills test assessing passing accuracy, strength control, and movement consistency. Data were analyzed using N-Gain analysis, Paired Sample t-tests, and Independent Sample t-tests. The experimental group showed a significant improvement (t = −13.834, p < 0.001) with an N-Gain of 0.5191 (moderate), whereas the control group achieved an N-Gain of 0.2922 (low). A significant difference was found between groups (t = 3.503, p < 0.001). Games Based Learning was more effective than conventional instruction in improving students’ volleyball lower passing skills and is recommended for physical education learning.
Copyright (c) 2026 Yungmi Muliadi, Muhamad Sazeli Rifki, Eval Edmizal, Sepriadi Sepriadi https://creativecommons.org/licenses/by-nc-sa/4.0
Semiotic analysis of ramo-ramo tabang duo dance and its character education implications
This study aims to analyze the semiotic meanings of Ramo-Ramo Tabang Duo Dance and examine their implications for student character education. This research employed a qualitative interpretative case study using Charles Sanders Peirce’s trichotomy of signs: icon, index, and symbol. Data were collected through observation, in-depth interviews, and documentation. The findings reveal that the dance movements, costumes, and floor patterns contain symbolic meanings representing religiosity, harmony, discipline, cooperation, responsibility, integrity, and cultural awareness. These values are aligned with Indonesia’s Character Education Strengthening Program. Ramo-Ramo Tabang Duo Dance can serve as a contextual medium for preserving local cultural heritage while strengthening student character through culturally responsive education.
Copyright (c) 2026 Mairita Mairita, Jupriani Jupriani, Indrayuda Indrayuda, Syilendra Syilendra https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of play activities on motor ability of elementary school students
Motor development theory suggests that play-based activities promote motor competence by providing repeated, varied movement experiences that enhance coordination, balance, agility, and object-control skills through active exploration and practice. This study examines the effect of play-based activities on the motor ability of elementary school students. The study was motivated by the low level of motor skills among students at SDN 20/VI Muara Madras, reflected in their difficulty performing movement tasks during physical education classes and the reduced engagement in physical play due to increased gadget use and limited play facilities. A quantitative approach was employed using a quasi-experimental one-group pretest-posttest design. The sample consisted of 17 fifth-grade students selected through purposive sampling. Motor ability was assessed using the Scott Motor Ability Test, which comprises four components: Basketball Throw, 4-Second Dash, Wall Pass, and Standing Broad Jump. Data were analyzed using the Shapiro-Wilk normality test, the paired-sample t-test, and Cohen's d effect size. The mean motor ability score increased from 200.00 at pretest to 205.67 at posttest, representing a mean difference of 5.67 points. However, the paired-sample t-test indicated that this difference was not statistically significant (p = 0.096). The calculated Cohen's d of 0.429 indicated a moderate effect size. These findings indicate that the play-based intervention did not produce a statistically significant improvement in students' motor ability under the conditions of this study. Further research employing larger samples, longer intervention periods, and stronger experimental controls is recommended to clarify the effectiveness of play-based approaches in enhancing motor development among elementary school students.
Copyright (c) 2026 Almusyowir Ilyas, Ahmad Chaeroni, Gusril Gusril, Ilham Ilham https://creativecommons.org/licenses/by-nc-sa/4.0
Determinants of crescent kick performance in pencak silat athletes: path analysis
This study aimed to examine the direct and indirect effects of speed, flexibility, and training motivation on crescent kick ability among Pencak Silat athletes at Walet Puti Martial Arts School, Jambi City. A quantitative associative design with path analysis was employed. The sample consisted of 40 athletes selected through purposive sampling from a population of 80 athletes. Speed was measured using a 30-meter sprint test, flexibility through the sit-and-reach test, motivation using a validated questionnaire, and crescent kick ability through a standardized crescent kick test. Data were analyzed using path analysis at a significance level of 0.05. Speed demonstrated the strongest direct effect on crescent kick ability (β = -0.934; 87.20%), followed by flexibility (β = 0.292; 0.85%) and motivation (β = 0.091; 0.82%). Motivation mediated the effects of speed (0.25%) and flexibility (0.15%) on kicking performance. Simultaneously, speed, flexibility, and motivation explained 96.82% of the variance in crescent kick ability (R² = 0.984). Speed was the dominant determinant of crescent kick performance, while flexibility and motivation provided complementary contributions. Integrating physical and psychological training is essential for optimizing Pencak Silat performance.
Copyright (c) 2026 Jhovan Saputra, Nurul Ihsan, Anton Komaini, Eval Edmizal https://creativecommons.org/licenses/by-nc-sa/4.0
Student perceptions of project-based learning with a deep learning approach in vocational education
This study aimed to examine the effects of Project-Based Learning integrated with a Deep Learning approach on student engagement and digital archiving skills among vocational students based on their perceptions. A quantitative survey with an explanatory design was employed. The participants were 117 Office Management students at SMK Negeri 1 Painan selected through purposive sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics and simple linear regression. Project-Based Learning with a Deep Learning approach significantly influenced student engagement (β = 0.963, t = 38.360, p < 0.001) and digital archiving skills (β = 0.851, t = 17.365, p < 0.001). Meaningful and contextual project-based learning is positively associated with higher student engagement and stronger perceived digital archiving competencies in vocational education.
Copyright (c) 2026 Intan Sari Ramadhani, Yuhendri Leo Vista https://creativecommons.org/licenses/by-nc-sa/4.0
Development and evaluation of a games-based informatics module using digital interactive boards
This study aimed to develop an Informatics learning module based on Games-Based Learning (GBL) integrated with a Digital Interactive Board (PID) and to evaluate its validity, practicality, and effectiveness in improving students' learning outcomes. This research employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 33 Grade IX students of SMP Negeri 21 Padang. Data were collected through expert validation questionnaires, teacher and student response questionnaires, and pretest-posttest assessments. The module achieved very high validity scores, including 90.74% for module design, 91.67% for learning materials, and 97.50% for assessment instruments. The practicality scores reached 86.03% for teachers and 80.00% for students. The classical learning mastery rate increased to 90.91%, and the N-Gain score was 0.60, indicating moderate improvement. The GBL module integrated with PID is valid, practical, and effective for improving Informatics learning outcomes at the junior secondary school level
Copyright (c) 2026 Ettin Maira, Faisal Ashar, Titi Sri Wahyuni, M. Giatman https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing advanced motor skills through small-sided game-based physical education learning
This study aimed to examine the effect of small-sided game-based learning on the advanced motor skills of seventh-grade students at SMP Negeri 05 Kepahiang, Indonesia. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 32 seventh-grade students selected through total sampling. Advanced motor skills were assessed through five components, namely speed, agility, lower-body explosive strength, balance, and coordination. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test. The findings revealed improvements across all motor components following the intervention. The composite motor skill score increased from a pretest mean of −0.001 to a posttest mean of 3.967. The paired-sample t-test demonstrated a statistically significant difference between pretest and posttest scores (t = −17.266, p < 0.001). Small-sided game-based learning effectively enhanced students' advanced motor skills and can be considered an innovative pedagogical strategy for promoting multidimensional motor development in junior secondary school physical education
Copyright (c) 2026 Nurman Hadi, Nurul Ihsan, Anton Komaini, Sefri Hardiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Development of an adobe animate-based virtual laboratory for electronic fuel injection practicum
This study developed an Adobe Animate–based virtual laboratory for motorcycle electronic fuel injection practicum in vocational high schools. The study applied the Four-D development model involving define, design, develop, and limited disseminate stages. Data were collected through expert validation sheets, practicality questionnaires, pre-test and post-test, and a motivation questionnaire. Data were analyzed using descriptive percentages, N-gain, and paired-samples t-test. The product was highly valid (89.00%) and highly practical (88.06%). Learning outcomes increased from 61.89 to 89.29, with high N-gain (0.72), improved mastery from 21.4% to 92.9%, and significant test results (t = 8.840; p < .001). Student motivation reached a high category (79.11%). The virtual laboratory is feasible and effective for supporting EFI practicum.
Copyright (c) 2026 Ghaus Dhiyaurrahman Baunan, Zelhendri Zen, Darmansyah Darmansyah, Rayendra Rayendra https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of video-based learning and learning interest on physical fitness achievement outcomes
This study aimed to examine the effects of video-based learning media and students’ learning interest on physical fitness learning outcomes in physical education. A quasi-experimental study using a pretest–posttest control group design was conducted among Grade XI students at SMAN 3 Painan during the 2025/2026 academic year. Students were classified into high- and low-interest groups and assigned to either video-based or conventional instruction. Data were analyzed using descriptive statistics and independent-samples t-tests. The experimental group achieved a higher mean score (M = 15.75, SD = 3.37) than the control group (M = 14.07, SD = 3.15). Significant differences were also found among students with high and low learning interest levels. Video-based learning effectively improves physical fitness learning outcomes regardless of students’ learning interest levels.
Copyright (c) 2026 Aswil Yuli Zikri, Ardo Okilanda, Zulbahri Zulbahri, Sefri Hardiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of STEM-integrated problem-based learning on mathematical critical thinking and achievement
This study aims to examine the effectiveness of a STEM-integrated Problem-Based Learning approach in improving students’ mathematical critical thinking skills and cognitive learning outcomes in trigonometry. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed. The sample consisted of 86 eleventh-grade students at SMAN 19 Batam, divided into an experimental group taught using STEM-integrated PBL and a control group taught conventionally. The experimental group achieved higher improvements in mathematical critical thinking skills, with an N-Gain of 43.98%, compared with 20.76% in the control group. Cognitive learning outcomes also improved more strongly in the experimental group, with an N-Gain of 51.81%, compared with 28.77% in the control group. STEM-integrated PBL is effective for enhancing students’ critical thinking and cognitive achievement.
Copyright (c) 2026 Liza Marlian, Rayendra Rayendra, Darmansyah Darmansyah, Fetri Yeni J https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of career guidance, internship experience, emotional intelligence, and soft skills on students’ work readiness
This study aimed to examine the effects of career guidance, internship experience, emotional intelligence, and soft skills on the work readiness of students at SMKN 7 Sijunjung. This study employed a quantitative correlational design involving 73 twelfth-grade students selected using purposive sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, assumption tests, simple and multiple regression analyses, t-tests, F-tests, and coefficients of determination. The results revealed that career guidance, internship experience, emotional intelligence, and soft skills each had positive and significant effects on work readiness, contributing 21.6%, 35.3%, 20.2%, and 24.7%, respectively. Simultaneously, these variables explained 46.2% of the variance in work readiness. These findings indicate that strengthening educational support and personal competencies is essential for enhancing vocational students' readiness for employment.
Copyright (c) 2026 Reno Fitlova Chaspi, Usmeldi Usmeldi, Dedy Irfan, M. Giatman https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of physical activity, body mass index, and sleep quality on students' physical fitness
This study aimed to examine the direct and indirect effects of physical activity, body mass index, and sleep quality on students’ physical fitness. This quantitative study used a path analysis design involving 85 students from SMA Pembangunan Laboratory, Padang State University. Physical fitness was measured using the Nusantara Student Fitness Test, physical activity using PAQ-A/GPAQ, body mass index through anthropometric measurement, and sleep quality using the Pittsburgh Sleep Quality Index. Physical activity significantly affected physical fitness (β = 0.352, p < 0.001), and sleep quality also had a significant effect (β = 0.353, p < 0.001). Body mass index showed no significant effect (β = −0.026, p = 0.786). The model explained 30.4% of physical fitness variance. Physical activity and sleep quality are key determinants of students’ physical fitness.
Copyright (c) 2026 Akhyar Padhli Nasution, Wilda Welis, Bafirman Bafirman, Nugroho Susanto https://creativecommons.org/licenses/by-nc-sa/4.0
Physical education in prophetic hadith: educational perspectives for contemporary Islam
This study examines the Prophetic hadiths related to physical education and analyzes their educational significance within the framework of Islamic education. A qualitative library research approach was employed using the Kutub al-Tis‘ah, classical and contemporary hadith commentaries, and relevant scholarly literature. Data were identified through thematic hadith analysis, verified for authenticity, classified into themes, and analyzed using descriptive and content analysis. The findings indicate that physical education in the Hadith encompasses hygiene, physical fitness, sports, nutrition, disease prevention, environmental cleanliness, mental health, and healthy lifestyles. These teachings support the objectives of maqāṣid al-sharīʿah, particularly preserving life, intellect, and human dignity. Physical education is an integral component of Islamic education, providing a theoretical foundation for developing holistic curricula based on authentic Prophetic traditions.
Copyright (c) 2026 Ilham Ilham, Nurul Ihsan, Zulbahri Zulbahri, Ahmad Rivauzi https://creativecommons.org/licenses/by-nc-sa/4.0
Physical and coordinative predictors of 50-m freestyle swimming performance among male students
This study aimed to examine the direct and indirect effects of arm muscle strength, leg muscle explosive power, and hand–eye coordination on 50-m freestyle swimming speed among students of the Pandu Mahawira Swimming Guidance Program, Padang. This quantitative study employed a path analysis design involving 30 male students selected through purposive sampling. Data were collected using a hand grip dynamometer, Vertical Jump Test, Hand Wall Toss Test, and a 50-m freestyle swimming test. The data were analyzed using descriptive statistics and path analysis. Arm muscle strength contributed 24.20%, leg muscle explosive power 7.30%, and hand–eye coordination 6.40% to swimming speed. Through mediation by hand–eye coordination, the total contributions of arm muscle strength and leg muscle explosive power increased to 26.03% and 17.28%, respectively. Collectively, the predictors explained 77.8% of the variance in swimming performance. Arm muscle strength, leg muscle explosive power, and hand–eye coordination are significant determinants of 50-m freestyle swimming speed and should be developed simultaneously to optimize sprint swimming performance.
Copyright (c) 2026 Ahmad Yeri Sulistianto, Kamal Firdaus, Umar Umar, Nuridin Widya Pranoto https://creativecommons.org/licenses/by-nc-sa/4.0
Direct and indirect effects of agility, foot–eye coordination, and balance on football school players' dribbling performance
This study aimed to examine the direct and indirect effects of agility, foot–eye coordination, and balance on the dribbling performance of youth football players. A quantitative causal-comparative design was employed involving 27 players selected through purposive sampling from a population of 60 players at SSB Duri Galaxy, Bengkalis Regency. Agility, foot–eye coordination, balance, and dribbling performance were assessed using the Illinois Agility Run, Mitchell Soccer Test, Modified Bass Test of Dynamic Balance, and a standardized soccer dribbling test, respectively. Data were analyzed using path analysis at a significance level of α = 0.05. Agility demonstrated the strongest direct effect on dribbling performance (β = −0.934, p = .033), whereas balance showed a significant positive effect (β = 0.091, p = .001). Foot–eye coordination exhibited a positive but non-significant direct effect (β = 0.292, p = .073). Balance partially mediated the relationships between agility, foot–eye coordination, and dribbling performance. The proposed structural model explained 98.40% of the variance in dribbling performance (R² = .984). Agility is the primary determinant of dribbling performance, while balance strengthens the contribution of other physical capacities. Integrating agility, balance, and coordination into football-specific training may enhance dribbling performance among youth players.
Copyright (c) 2026 Syafiril Risman, Kamal Firdaus, Ridho Bahtra, Aldo Naza Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Comparing agility and shadow training with core stability at riau specialized sports school
This study aims to determine the effect of agility training incorporating core stability and shadow training incorporating core stability on the improvement of badminton footwork at the Riau Specialised Sports School (SKO). This is a quasi-experimental study, employing a “two-groups pre-test-post-test design”. The population for this study comprised 26 athletes from the Riau SKO, with the sample selected using purposive sampling: male athletes who were still active at the Riau SKO and had chosen badminton as their sport, totalling 12 male athletes aged 16-18 years. The instrument used in this study was a 30-second badminton footwork test. The data analysis techniques for hypothesis testing utilised the Paired Sample Test and the Independent Sample Test. The results of the study indicate: Firstly, there is a significant effect of agility training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (2-tailed) of 0.000 < 0.05. Secondly, there was a significant effect of shadow training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (two-tailed) of 0.003 < 0.05. Thirdly, there was no difference in the mean effect between the agility training with core stability group and the shadow training with core stability group on the improvement of footwork in badminton at SKO Riau, with a significance value (two-tailed) of 0.277 > 0.05.
Copyright (c) 2026 Fahrul Fahrozi, Bafirman Bafirman, Donie Donie, Ridho Bahtra, Fiky Zarya, Rahmad Diyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Student engagement as a mediator of learning outcomes in vocational education
This study examined the effects of self-regulated learning and social capital on learning outcomes through student engagement as a mediating variable among vocational high school students. A quantitative explanatory survey was conducted with 371 students selected using proportional stratified random sampling. Data were collected through validated questionnaires and academic records and analyzed using multiple regression, path analysis, and the Sobel test. Self-regulated learning and social capital significantly influenced student engagement and learning outcomes (p < 0.001). Student engagement also significantly predicted learning outcomes (β = 0.303, p < 0.001) and partially mediated the effects of self-regulated learning and social capital. The proposed model explained 88.7% of the variance in learning outcomes (R² = 0.887). Strengthening self-regulated learning, social capital, and student engagement can effectively improve vocational students’ academic achievement and support evidence-based educational practices.
Copyright (c) 2026 Nurmaidia Rahmi, Elvi Rahmi https://creativecommons.org/licenses/by-nc-sa/4.0
Canva-assisted project-based learning for collaborative competence and learning outcomes in civic education
This study aimed to examine the effects of Project-Based Learning (PjBL) assisted by Canva on students' collaborative competence and learning outcomes in Civic Education. A quantitative approach employing a quasi-experimental nonequivalent control group pretest-posttest design was used. The participants consisted of 52 Grade X students at Muhammadiyah Private Vocational High School Batam, Indonesia, divided into an experimental group (n = 26) and a control group (n = 26). Data were collected through a collaborative competence observation sheet and a 25-item multiple-choice test. The findings revealed that the experimental group achieved significantly higher improvements in collaborative competence and learning outcomes than the control group (p < .001). The MANOVA results also demonstrated a significant simultaneous effect with a large effect size. Therefore, Canva-assisted PjBL is an effective instructional approach for improving collaborative competence and academic achievement in Civic Education
Copyright (c) 2026 Eva Selawati, Maria Montessori, Fatmariza Fatmariza, Junaidi Indrawadi https://creativecommons.org/licenses/by-nc-sa/4.0
Development of website-based deep learning media for backward roll gymnastics instruction
This study aimed to develop and evaluate website-based gymnastics learning media integrated with a deep learning approach to improve backward rolling skills among Physical Education students at Universitas Negeri Padang. This research employed a Research and Development (R&D) design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The product was validated by material and media experts, followed by small-scale and large-scale trials. Effectiveness testing involved an experimental group (n = 30) and a control group (n = 27) using a pretest–posttest control group design. Material and media expert validation scores reached 93.34% and 95.00%, respectively. Practicality scores were 86.81% in the small-scale trial and 85.90% in the large-scale trial. Significant differences were found between the experimental and control groups for backward roll angle (t = 4.721, p < 0.001) and backward roll round performance (t = 3.586, p = 0.001). The developed website-based learning media was valid, practical, and effective in improving students’ backward rolling skills and can serve as an innovative instructional tool in gymnastics learning.
Copyright (c) 2026 Zaky Sabri, Zulbahri Zulbahri, Sri Gusti Handayani, Eval Edmizal https://creativecommons.org/licenses/by-nc-sa/4.0
Discovery learning and motor ability effects on students’ discus throw learning outcomes
This study examined the effects of Discovery Learning and Conventional Learning, as well as their interaction with motor ability, on discus throw learning outcomes among eighth-grade students. A 2 × 2 factorial experimental design was conducted with 40 students from SMP Negeri 1 Pasaman. Participants were classified into high- and low-motor-ability groups and assigned to either Discovery Learning or Conventional Learning. Data were analyzed using descriptive statistics and two-way ANOVA (α = .05). Discovery Learning significantly outperformed Conventional Learning (F = 50.29, p < .001). A significant interaction was found between learning model and motor ability (F = 50.10, p = .048). Students taught through Discovery Learning achieved higher mean scores than those receiving Conventional Learning in both high (13.37 vs. 11.58) and low (12.72 vs. 11.40) motor-ability groups. Discovery Learning is more effective than Conventional Learning for improving discus throw learning outcomes, and its effectiveness is influenced by students’ motor ability
Copyright (c) 2026 Fitriyanti Fitriyanti, Eri Barlian, Arsil Arsil, Damrah Damrah https://creativecommons.org/licenses/by-nc-sa/4.0
Deep learning implementation in mentawai vocational schools: pedagogical readiness, educational technology utilization, and institutional support
This study examined the contributions of teachers’ pedagogical readiness and educational technology utilization to deep learning implementation through institutional support in public vocational schools in the Mentawai Islands Regency. An explanatory cross-sectional survey targeted all 70 teachers, with 65 complete responses analyzed using PLS-SEM. Pedagogical readiness contributed significantly to deep learning implementation (β = 0.330, p = 0.034) and institutional support (β = 0.456, p = 0.007). Educational technology utilization did not contribute significantly to deep learning implementation or institutional support. Institutional support also showed no significant direct contribution to deep learning implementation and did not mediate the relationships involving pedagogical readiness or educational technology utilization. These findings identify pedagogical readiness as the most consistent factor in the model. Strengthening teachers’ pedagogical competence, aligning technology use with instructional objectives, and translating institutional support into concrete instructional assistance are important for improving deep learning practices in geographically remote vocational schools.
Copyright (c) 2026 Heri Noviko, Muhammad Adri, M. Giatman, Hendra Hidayat https://creativecommons.org/licenses/by-nc-sa/4.0
Physical determinants of overhand service performance among male junior high school students
This study aimed to examine the direct and indirect effects of arm muscle strength, hand–eye coordination, and flexibility on overhand service performance among male volleyball players at MTsN 3 Pesisir Selatan. A quantitative correlational design employing path analysis was conducted involving 30 male volleyball players selected through total sampling. Arm muscle strength, hand–eye coordination, flexibility, and overhand service performance were assessed using standardized field tests. The data were analyzed using descriptive statistics and path analysis. Arm muscle strength showed the strongest direct effect on overhand service performance (β = 0.531; 28%), followed by hand–eye coordination (β = 0.295; 9%) and flexibility (β = 0.172; 3%). Flexibility also mediated the relationships between arm muscle strength, hand–eye coordination, and service performance. Collectively, these variables explained 97.7% of the variance in overhand service ability (R² = 0.977). Arm muscle strength, hand–eye coordination, and flexibility are significant determinants of overhand service performance. Therefore, integrated training emphasizing these physical components is recommended to optimize service performance in adolescent volleyball players.
Copyright (c) 2026 Miftahul Rizqa, Ridho Bahtra, Sepriadi Sepriadi, Wilda Welis https://creativecommons.org/licenses/by-nc-sa/4.0
Sleep quality and cardiorespiratory endurance in adolescent competitive swimmers
Being able to last through a race is largely determined through training and endurance ability in swimming. Sleep is also a way to improve recovery and thus is regarded as a way to modify recovery and support adaptation to cardiorespiratory activities of young athletes by experts. Not many studies have looked at this relationship between sleep quality and sport performance in adolescent swimmers from clubs compared to that of elite swimmers or college players. Through this study, we wanted to establish whether or not sleep and cardio capacity can go hand in hand with our teenage swimmers from Ladies Swimming Club. We applied a numerical correlational model to the situation and a complete sampling of the population as only 10 swimmers were on the register (ages 13 to 17, mean age was 14.8 and SD was ±1.48). The instrument employed to evaluate sleep quality of athletes during the study was the Pittsburgh Sleepiness Scale (PSQI) and VO₂max was calculated from the Multistage Fitness Test (Bleep Test) using Ramsbottom formula. Analysis of the data included the Shapiro-Wilk test of normality and then the Pearson correlation if there was no departure from normal distribution. Findings: The PSQI range was 2 to 13 (M = 6.30, SD = 3.09); 60% of swimmers were considered as having a good sleeping habit while the remaining 40% slept not too well. The estimated VO₂max values varied from 33.32 to 53.50 ml/kg/min (M = 44.54; SD = 7.51). Both PSQI and VO₂max measures were within the normal distribution (PSQI: W = 0.909, p = 0.271; VO₂max: W = 0.876, p = 0.118). The result shows that there was a strong and negative relationship between PSQI and VO₂max with a significant statistical level (r = -0.910, p = 0.00025), meaning that sleep quality was the major reason behind such variations in endurance (R² = 0.8288). Our findings demonstrated that sleep quality is linked with cardiorespiratory endurance. Lower quality sleep was associated with lower endurance. Areas of use: It would be beneficial for coaches and other professionals involved in athletes' development or training to include the monitoring of athletes' night time sleep and provide education on sleeping habits into their daily routines, since they are responsible for a large part of the training plan and hence of the athletes' period and recovery as well.
Copyright (c) 2026 Muhammad Arpan Syaipul, Eval - Edmizal, Yendrizal - Yendrizal, Anisa Sholiha Mia https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of the merdeka curriculum for competency achievement and graduate employability in vocational education
This study aimed to analyze the implementation of the Merdeka Curriculum, students' competency achievement, graduate employment outcomes, and the supporting and constraining factors at Tritech Informatics Private Vocational High School, Medan. A qualitative descriptive case study was conducted using semi-structured interviews with nine purposively selected informants, classroom observations, and document analysis, including students' academic records, Vocational Competency Test (VCT) results (2022–2025), and graduate tracer study data (2022–2024). The findings showed that competency-based learning, authentic assessment, and industry collaboration were effectively implemented. Students' average academic achievement increased from 85.28 to 89.31, while VCT scores improved from 87.97 to 93.54. Tracer study data revealed that 88.8% of graduates engaged in productive activities, with increasing employment rates and occupational relevance. The Merdeka Curriculum contributed positively to competency development and graduate employability, although continuous improvements in teacher competence, learning facilities, and industry partnerships remain essential.
Copyright (c) 2026 Agus Fadly Taqwan Lubis, Asnil Asnil, Oriza Candra, Bambang Heriyadi https://creativecommons.org/licenses/by-nc-sa/4.0
Arm explosive power, hand–eye coordination, and motor ability in students' badminton lob performance
This study examined the direct and indirect effects of arm muscle explosive power, hand–eye coordination, and motor ability on badminton lob performance among athletes at the UNP Badminton Academy. A quantitative causal-correlational design was employed involving 12 athletes selected through total sampling. Standardized field tests measured all variables, and path analysis was performed after confirming normality, linearity, and multicollinearity assumptions. Arm muscle explosive power (β = 0.393, p = 0.020), hand–eye coordination (β = 0.430, p = 0.010), and motor ability (β = 0.484, p = 0.005) significantly improved lob performance, whereas indirect effects through motor ability were not significant. The model explained 88.7% of the variance in lob performance (R² = 0.887). Motor ability was the strongest predictor, while physical capacities contributed independently. These findings support integrated evidence-based training emphasizing explosive power, coordination, and motor ability to optimize badminton lob performance.
Copyright (c) 2026 Asep Rizal, Ahmad Chaeroni, Eval E Edmizal, Sefri Hardiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Training quality and work motivation predict vocational high school teacher performance effectively
This study examined the effects of Training Quality and Work Motivation on Teacher Performance among vocational high school teachers. A quantitative explanatory survey was conducted involving all 31 teachers at SMKN 7 Sijunjung using a census sampling technique. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.0.8. The measurement model demonstrated satisfactory reliability and validity. Training Quality had the strongest positive effect on Teacher Performance (β = 0.646, p < 0.001), followed by Work Motivation (β = 0.416, p < 0.001). Together, both variables explained 64.9% of the variance in Teacher Performance (R² = 0.649). Enhancing teacher performance requires integrating high-quality professional development with strategies that strengthen teachers' work motivation
Copyright (c) 2026 Marliza Deviana, Eko Indrawan, Ika Parma Dewi, Jonni Mardizal https://creativecommons.org/licenses/by-nc-sa/4.0
Kesiapan mahasiswa bimbingan dan konseling terhadap kecerdasan buatan dan konseling digital: tinjauan berdasarkan jenis kelamin dan usia
Integrasi kecerdasan buatan (AI) dan teknologi digital dalam layanan konseling menuntut kesiapan mahasiswa bimbingan dan konseling sebagai calon konselor. Penelitian ini bertujuan untuk mendeskripsikan kesiapan mahasiswa terhadap AI dan konseling digital berdasarkan jenis kelamin dan usia. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan melibatkan 307 mahasiswa yang dipilih melalui purposive sampling, terdiri atas 45 laki-laki (14,66%) dan 262 perempuan (85,34%). Data dikumpulkan menggunakan CSAIDCRS yang terdiri atas 21 item dan tujuh dimensi dengan skala Likert lima poin serta reliabilitas Cronbach’s Alpha >0,70. Hasil penelitian menunjukkan bahwa 225 mahasiswa (73%) berada pada kategori kesiapan tinggi. Secara deskriptif, skor rata-rata mahasiswa laki-laki lebih tinggi (M=84,44) dibandingkan perempuan (M=79,79). Berdasarkan usia, kelompok 23–25 tahun memiliki rata-rata tertinggi (M=81,68), sedangkan kelompok 20–22 tahun merupakan responden terbanyak. Temuan ini menegaskan perlunya penguatan literasi AI, kompetensi konseling digital, dan kesiapan etis mahasiswa.
Copyright (c) 2026 Ranti Marnis, Ifdil Ifdil, Annisaislami Khairati https://creativecommons.org/licenses/by-nc-sa/4.0
A theory-synthesized character pedagogical content knowledge (C-PCK) model for integrating character education into pre-service teachers' microteaching
This study develops a Character Pedagogical Content Knowledge (C-PCK) model by integrating Shulman’s Pedagogical Content Knowledge theory with Lickona’s Character Education framework to strengthen character integration in pre-service teachers’ microteaching. A qualitative library research design employing theory synthesis was conducted through systematic literature collection, critical review, comparative analysis, and conceptual integration of studies on PCK, microteaching, teacher competence, and character education. The proposed C-PCK model extends conventional PCK by incorporating moral awareness, ethical decision-making, value internalization, and professional role modeling into pedagogical competence, enabling character integration across instructional planning, implementation, reflection, and assessment. C-PCK provides a comprehensive theoretical framework for redesigning microteaching curricula, fostering pedagogical expertise alongside character-based professionalism to prepare prospective teachers as competent, ethical, and reflective educators.
Copyright (c) 2026 Bangun Bangun, Eka Putri Saptari Wulan, Tumpal Richardo Sirait https://creativecommons.org/licenses/by-nc-sa/4.0
Collaborative project-based learning enhances 4c skills in vocational fashion design students
This study aimed to examine the effectiveness of Collaborative Project-Based Learning (CPBL) in enhancing students' critical thinking, creativity, communication, and collaboration (4C) skills in the Children's Fashion Design course. A quantitative quasi-experimental study employing a posttest-only control group design was conducted with 40 vocational fashion design students, equally assigned to experimental and control groups. Data were collected using a validated structured observation instrument (Aiken's V = 0.868; item validity = 0.905) and analyzed through descriptive statistics, Shapiro–Wilk normality, Levene's homogeneity, and independent-samples t-tests. Students receiving CPBL achieved significantly higher scores in critical thinking (54.65 vs. 46.00), creativity (54.30 vs. 42.30), communication (54.40 vs. 41.80), collaboration (54.70 vs. 42.30), and overall 4C competence (218.05 vs. 172.40) than the control group (p < 0.001). CPBL effectively promotes integrated 4C competencies and represents an appropriate pedagogical approach for strengthening twenty-first-century skills in vocational fashion education
Copyright (c) 2026 Nanda Sari Siregar, Rahmiati Rahmiati, Weni Nelmira, M. Giatman, Armina Sari Harahap, Fadhillah Rizki Aisyah Nasution, Alifah Biggum Nabila https://creativecommons.org/licenses/by-nc-sa/4.0
Expert system based chatbot for enhancing learning outcomes in kebaya analysis among vocational students
This study aimed to determine the validity and effectiveness of an expert system-based chatbot as a learning medium for improving students' learning outcomes in kebaya garment analysis at a vocational high school. A quasi-experimental study employing a nonequivalent control group pretest–posttest design was conducted with 60 Grade XI Fashion Design students, divided equally into experimental and control groups. Data were collected using expert validation sheets, cognitive achievement tests, and perception questionnaires, and analyzed using Aiken's V, classical mastery, Normalized Gain (N-Gain), and an Independent Samples t-test. The chatbot demonstrated good validity (Aiken's V = 0.84). The experimental group achieved 100% classical mastery, a moderate N-Gain (0.57), and significantly higher posttest scores than the control group (p < 0.001). Teachers and students also reported positive perceptions (87.27% and 86.20%, respectively). The expert system-based chatbot is a valid and effective instructional medium that enhances learning outcomes and supports independent learning in vocational fashion education
Copyright (c) 2026 Alifah Biggum Nabila, Rahmiati Rahmiati, Weni Nelmira, M. Giatman, Beni Haposan Sianipar, Armina Sari Harahap https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher support, entrepreneurial learning, and self-regulated learning predict vocational students’ entrepreneurial intentions
This study examines the effects of entrepreneurial learning, teacher support, and self-directed learning on the entrepreneurial intentions of vocational students and explores the mediating role of entrepreneurial learning and independent learning. Quantitative causal design was used by involving 303 Class XI students from nine public vocational schools in Pesisir Selatan Regency, Indonesia. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Entrepreneurship learning had the strongest direct effect on entrepreneurial intention (β = 0.497, p < 0.005), followed by teacher support (β = 0.211, p = 0.006). Entrepreneurial learning significantly mediated the relationship between teacher support and entrepreneurial intent (β = 0.339, p < 0.005). Improving teacher support, entrepreneurship education, and self-paced learning is essential to strengthen the entrepreneurial intentions of vocational students
Copyright (c) 2026 Eliza Eliza, Rino Rino https://creativecommons.org/licenses/by-nc-sa/4.0
Project based CorelDRAW video tutorial enhancing embroidery ornament design competencies among fashion students
This study aimed to develop and evaluate a project-based instructional video for embroidery ornament design using CorelDRAW to improve university students' practical competencies in vocational fashion education. A Research and Development approach employing the Four-D (4D) model (Define, Design, Develop, and Disseminate) was implemented. The product was validated by two media experts and three content experts, followed by practicality testing involving students and a lecturer. Effectiveness was examined using a one-group pretest-posttest design with 30 undergraduate students. Data were analyzed using Aiken's V, descriptive statistics, normalized gain, and paired-samples t-test. The instructional video demonstrated high validity and practicality and significantly improved students' learning outcomes, with a moderate N-gain and a significant difference between pretest and posttest scores (p < 0.001). The developed instructional video is a valid, practical, and effective digital learning resource for enhancing psychomotor competencies in embroidery ornament design
Copyright (c) 2026 Fadhillah Riski Aisyah Nasution, Yuliarma Yuliarma, Weni Nelmira, M. Giatman, Nanda Sari Siregar, Alifah Biggum Nabila https://creativecommons.org/licenses/by-nc-sa/4.0
Internal and external factors influencing fashion design characteristics among undergraduate fashion design students
This study aimed to examine the effects of internal and external factors on students' fashion design characteristics in the Women's Fashion Design course. An explanatory quantitative study with a correlational design was conducted involving 30 fourth-semester students from the Fashion Design Vocational Education Study Program at Universitas Aufa Royhan Padangsidimpuan using total sampling. Internal and external factors were measured through validated questionnaires, while fashion design characteristics were assessed using a performance-based rubric. Data were analyzed using multiple linear regression. Internal factors significantly influenced fashion design characteristics (β = 0.613, t = 5.613, p < 0.001), as did external factors (β = 0.374, t = 3.424, p = 0.002). Simultaneously, both variables significantly predicted fashion design characteristics (F = 82.314, p < 0.001; Adjusted R² = 0.849). Strengthening students' internal competencies alongside supportive learning environments is essential for improving creativity and the quality of fashion design outcomes
Copyright (c) 2026 Armina Sari Harahap, Resmi Darni, Weni Nelmira, M. Giatman, Fadhillah Riski Aisyah Nasution, Nanda Sari Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
Deep learning-based instructional innovation in pancasila education for meaningful student learning outcomes
This study aimed to examine the implementation of deep learning-based instructional innovation in Pancasila Education at State Junior High School 1 of Solok City. A descriptive qualitative approach was employed involving 13 purposively selected informants consisting of one principal, four Pancasila Education teachers, and eight students. Data were collected through observations, semi-structured interviews, and document analysis, then analyzed using the Miles and Huberman interactive model with triangulation to ensure trustworthiness. Deep learning was implemented through contextual learning, project-based activities, authentic assessment, reflective learning, and digital media integration. These practices enhanced student engagement, critical thinking, collaboration, and the internalization of Pancasila values despite challenges related to teacher readiness, limited instructional time, technology, and curriculum demands. Deep learning effectively strengthens instructional quality and character development in Pancasila Education, although sustained implementation requires continuous professional development and institutional support
Copyright (c) 2026 Meljulia Sartika, Al Rafni, Hasrul Piliang, Junaidi Indrawadi https://creativecommons.org/licenses/by-nc-sa/4.0
Developing deep learning-based worksheets using google earth for elementary geography learning enhancement
This study aimed to develop and evaluate a Deep Learning-based Student Worksheet (LKPD) integrated with Google Earth and WebMAGMA for teaching Indonesia's geographical location to fifth-grade elementary school students. A Research and Development approach employing the Four-D (4D) model Define, Design, Develop, and Disseminate was adopted. The worksheet was evaluated through expert validation, practicality testing involving teachers and students, and effectiveness testing using pre-test and post-test assessments. The worksheet demonstrated excellent validity (96.75%) and practicality (95%). Students' mean achievement increased from 53.18 to 86.82, with a high N-Gain (0.71), while learning mastery improved from 4% to 90%. The developed worksheet is valid, practical, and effective for enhancing elementary students' understanding of Indonesia's geographical location while supporting technology-enhanced implementation of the Merdeka Curriculum
Copyright (c) 2026 Nono Tri Kartila, Jasrial Jasrial, Zelhendri Zen, Abna Hidayati https://creativecommons.org/licenses/by-nc-sa/4.0
Path analysis of physical and psychological determinants of mawashi geri performance in kempo
This study aimed to examine the direct and indirect effects of lower-limb explosive power, foot-eye coordination, and concentration on mawashi geri kicking performance among Kempo athletes. A quantitative causal-associative design was employed involving 22 male senior Kempo athletes selected through purposive sampling. Lower-limb explosive power, foot-eye coordination, concentration, and mawashi geri performance were assessed using standardized field tests. Data were analyzed using descriptive statistics, assumption testing, and path analysis with IBM SPSS Statistics 26. Lower-limb explosive power (β = 0.460, p = 0.031), foot-eye coordination (β = 0.539, p = 0.010), and concentration (β = 0.555, p = 0.007) significantly influenced mawashi geri performance. Collectively, these variables explained 48.5% of performance variance (R² = 0.485). Integrated physical and psychological training emphasizing explosive power, coordination, and concentration is essential for optimizing mawashi geri performance in competitive Kempo athletes
Copyright (c) 2026 Nori Meristika, Yendrizal Yendrizal, Alnedral Alnedral, Ridho Bahtra https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of feedback assessment and learning motivation on students’ performance
This study examined the direct effect of feedback assessment on student performance and its indirect effect through learning motivation among vocational high school students. A quantitative causal research design was employed involving 299 students selected through proportional simple random sampling from two public vocational high schools in Kecamatan IV Jurai, Indonesia. Data on feedback assessment and learning motivation were collected using validated Likert-scale questionnaires, while student performance was measured using mid-semester examination scores. Data were analyzed using descriptive statistics and path analysis. Feedback assessment significantly influenced learning motivation (β = 0.686, p < 0.001), whereas its direct effect on student performance was not significant (β = 0.002, p = 0.976). Learning motivation significantly predicted student performance (β = 0.197, p = 0.013) and mediated the relationship between feedback assessment and student performance. Learning motivation is a key mechanism through which feedback assessment contributes to improved academic performance in vocational education
Copyright (c) 2026 Desrita Yanti, Friyatmi Friyatmi https://creativecommons.org/licenses/by-nc-sa/4.0
Physical determinants of volleyball overhead serve performance: a systematic review of biomechanical correlates
Overhead serve performance in volleyball depends on a complex interaction of arm muscle strength, lower-limb power, and motor coordination, yet an integrated understanding of these contributors remains limited. This systematic literature review, conducted according to PRISMA 2020 guidelines, analyzed 50 studies retrieved from Scopus (2020–2026) following a four-stage screening process and thematic synthesis based on Thomas and Harden's three-stage coding procedure. Three themes emerged: (1) upper-limb and rotator-cuff strength consistently predicts serve and spike velocity but raises shoulder-injury risk under poorly managed training loads; (2) complex, plyometric, and small-sided power training enhances jump-serve height and arm-swing speed; and (3) coordinated trunk rotation, arm-swing sequencing, and hand-eye coordination are the primary mechanisms linking strength and power to serve execution, with caffeine supplementation showing context-dependent ergogenic effects. These findings indicate a need to revise kinetic-chain models for overhead sports and call for strength-and-conditioning programs tailored to serve-specific demands. Future research should adopt longitudinal designs, standardized serve-velocity measurement protocols, and combined strength-power-coordination interventions to clarify causal mechanisms underlying overhead serve performance.
Copyright (c) 2026 Ikhwan Syukri, Eval Edmizal, Arsil Arsil, Yuni Astuti https://creativecommons.org/licenses/by-nc-sa/4.0
Development of nearpod-based interactive learning media for pancasila education bhineka tunggal ika
This study aimed to develop and validate a Nearpod-based interactive learning medium for the Bhineka Tunggal Ika topic in Grade X Pancasila Education. A Research and Development (R&D) approach employing the ADDIE model was adopted. The product was validated by subject matter, language, and media experts and subsequently evaluated through one-to-one, small-group, and field trials involving Grade X students at SMAN 9 Muaro Jambi. Data were collected using observations, interviews, questionnaires, and learning achievement tests and analyzed descriptively using percentage-based feasibility criteria. The developed media achieved feasibility scores of 83% (content), 85% (language), and 88% (media). Practicality testing yielded positive responses, with scores of 92%, 95%, and 89%, while approximately 91% of students correctly completed the embedded assessments. The Nearpod-based learning media is valid, practical, and suitable for supporting interactive and student-centered learning in Pancasila Education
Copyright (c) 2026 Yeni Aswita, Al Rafni, Hasrul Hasrul, Junaidi Indrawadi https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating self-efficacy reinforcement into problem-based learning enhances critical creative and communicative skills
This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with self-efficacy reinforcement on students' critical thinking, creative thinking, and communicative skills in Civic Education. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed involving 68 tenth-grade students divided into experimental (n = 34) and control (n = 34) groups. Data were collected using critical thinking essay tests, observation rubrics for creative thinking and communicative skills, and a self-efficacy questionnaire. The data were analyzed using paired-samples t-tests, independent-samples t-tests, normalized gain (N-Gain), and MANOVA. The experimental group demonstrated significantly greater improvements than the control group in critical thinking (N-Gain = 60.81%), creative thinking (59.09%), and communicative skills (54.65%). MANOVA indicated a significant multivariate effect (F = 44.285, p < 0.001; Pillai's Trace = 0.675), while students also exhibited high self-efficacy across all measured dimensions. Integrating self-efficacy reinforcement into PBL effectively enhances higher-order thinking and communicative competencies, providing an effective instructional approach for developing twenty-first-century skills in secondary Civic Education
Copyright (c) 2026 Indra Sabdarudin, Al Rafni, Suryanef Suryanef, Hasrul Piliang https://creativecommons.org/licenses/by-nc-sa/4.0
Digital poster-assisted project-based learning: enhancing creativity and learning engagement in pancasila education
This study aimed to examine the effectiveness of digital poster-assisted Project-Based Learning (PjBL) in improving students' creativity and learning engagement in Pancasila Education. A quantitative quasi-experimental design with a nonequivalent control group was employed involving 68 tenth-grade students, equally assigned to experimental and control groups. Data were collected through observation sheets and essay tests and analyzed using paired-samples t-test, independent-samples t-test, normalized gain (N-Gain), and Multivariate Analysis of Variance (MANOVA). The experimental group achieved significantly higher creativity (t = 14.662, p < 0.001) and learning engagement (t = 13.139, p < 0.001) than the control group. Moderate N-Gain scores were obtained for creativity (60.65%) and learning engagement (59.46%), compared with 14.43% and 15.57% in the control group. MANOVA further confirmed a significant simultaneous effect of digital poster-assisted PjBL on both variables (Wilks' Lambda = 0.158, F = 173.150, p < 0.001), with large effect sizes for creativity (η² = 0.765) and learning engagement (η² = 0.723). Digital poster-assisted PjBL is an effective student-centered instructional approach for enhancing creativity and learning engagement while supporting the development of twenty-first-century competencies in Pancasila Education
Copyright (c) 2026 Normayanti Normayanti, Al Rafni, Junaidi Indrawadi, Fatmariza Fatmariza https://creativecommons.org/licenses/by-nc-sa/4.0
Developing a life skills-based teaching factory model for kejar paket C photography training
This study aimed to develop and validate a life skills-based teaching factory model for photography training in the Kejar Paket C equivalency program to address the limited application of teaching factory in nonformal education. The study employed development research using the Four-D (Define, Design, Develop, Disseminate) model. The model was tested through limited and wider field trials involving learners from two Community Learning Centers in East Java. Data were collected using validated instruments and analyzed through expert validation, paired-sample t-tests, and normalized gain scores. The model was rated highly feasible and practical by experts, tutors, and learners. It also produced significant improvements in cognitive, psychomotor, and affective learning outcomes across both trial stages. The life skills-based teaching factory model is feasible, practical, and effective for photography training in nonformal equivalency education, providing an evidence-based framework for integrating vocational competence and life skills within Community Learning Centers.
Copyright (c) 2026 Alvian Pramadani Hestyan https://creativecommons.org/licenses/by-nc-sa/4.0
Transformational leadership, pedagogical competence, deep learning, and teachers' readiness for educational change
This study aimed to examine the effects of transformational leadership and teachers' pedagogical competence on deep learning implementation and teachers' readiness for change in public junior high schools in Padang Pariaman Regency. A quantitative explanatory design was employed using a survey of 228 teachers selected through proportionate stratified random sampling from a population of 557 teachers. Data were collected using a five-point Likert questionnaire and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Pedagogical competence exerted the strongest positive effect on deep learning implementation (β = 0.720), followed by transformational leadership (β = 0.187). Both variables significantly influenced teachers' readiness for change directly and indirectly through deep learning implementation. The structural model demonstrated moderate-to-strong explanatory power (R² = 0.662–0.681). Strengthening teachers' pedagogical competence, supported by transformational school leadership, is essential for promoting effective deep learning implementation and enhancing teachers' readiness for sustainable educational change
Copyright (c) 2026 Yanti Azmaniar, Lusi Susanti, Rusdinal Rusdinal, Edwin Musdi https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of drill-based vocal technique instruction on high school students' singing ability
Objective: This study aimed to examine the effectiveness of the drill method in improving the singing ability of Grade XI students during vocal technique instruction at SMAN 1 Situjuah Limo Nagari. Methods: A quantitative approach employing a quasi-experimental Nonequivalent Control Group Design was used. Forty-two students participated, comprising 21 students in the experimental group and 21 in the control group. Data were collected through pretest and posttest performance assessments and analyzed using the Wilcoxon Signed-Rank Test. Results: The experimental group's mean score increased from 65.4% to 83.5% (+18.1%), whereas the control group declined from 71.9% to 66.4% (−5.5%). Improvements were observed in breathing (+16.9%), intonation (+18.7%), articulation (+14.9%), and resonance (from 60.6% to 83.0%). Statistical analysis confirmed a significant improvement in the experimental group (p = 0.000) but not in the control group (p = 0.640). Conclusions: The drill method effectively enhances students' singing ability and vocal technique, providing an evidence-based instructional strategy for improving vocal learning in secondary school music education
Copyright (c) 2026 Multia Evarina, Syeilendra Syeilendra, Indrayuda Indrayuda, Jupriani Jupriani https://creativecommons.org/licenses/by-nc-sa/4.0
Improving critical thinking through problem-based learning with flipped classroom in pancasila education
Objective: This study aimed to examine the effectiveness of integrating the Problem-Based Learning (PBL) model with Flipped Classroom principles in improving students' critical thinking skills in Pancasila Education. Methods: This study employed Classroom Action Research based on the Kemmis and McTaggart model involving 35 Grade XI students at SMAN 1 Tigo Nagari. The intervention was conducted over two action cycles comprising planning, action, observation, and reflection. Data were collected through observations, tests, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative techniques. Results: Students' critical thinking improved from 27.14% before the intervention to 54.05% in Cycle I and 80.00% in Cycle II. The mean learning achievement increased from 67.14 to 89.86, while classical mastery improved from 22.86% to 97.14%. Conclusion: Integrating PBL with Flipped Classroom principles effectively enhanced students' critical thinking skills and learning achievement by promoting active participation, collaborative inquiry, and meaningful learning experiences.
Copyright (c) 2026 Cici Purnamasari, Isnarmi Moeis, Suryanef Suryanef, Hasrul Hasrul https://creativecommons.org/licenses/by-nc-sa/4.0
Link and match implementation enhancing graduate capability and employability in vocational education
Objective: This study examined the effects of Link and Match implementation on graduate capability and graduate employability in vocational education. Methods: A quantitative explanatory survey was conducted involving 116 respondents selected through total sampling from SMK Muhammadiyah 2 Cileungsi, including school management, Grade XII students, graduates, and industry representatives. Data were collected using a validated five-point Likert questionnaire and analyzed using descriptive statistics, Pearson and Spearman correlation, and multiple linear regression. Results: Graduate capability showed the strongest relationship with employability (r = 0.636), while Link and Match implementation significantly influenced graduate capability and employability. Together, both predictors explained 49.7% of the variance in graduate employability (R² = 0.497, p < 0.001). Conclusions: Strengthening sustainable school–industry collaboration and competency-based learning is essential for improving graduate capability and enhancing employability in vocational education.
Copyright (c) 2026 Tika Sylviani Gusti, Yasdinul Huda, Mukhlidi Muskhir, M. Giatman https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of planning, organizing, actuating, and controlling (POAC) management functions in a community-based karate dojo
The ability to manage an organization effectively is recognized as an important factor determining results at club-level sports. However, most studies about organization management in sports focus on large urban sports clubs based in Western countries and not many empirical works address the management function of small, local martial arts clubs in developing countries. How the four traditional management functions planning, organizing, actuating and controlling (POAC) are carried out in small community-based martial arts organizations located in developing regions is still unknown. Purpose: By exploring stakeholders views on the use of POAC-based management in a karate training center in West Pasaman Regency of Indonesia, this paper gives a first picture of a local club management situation that has, until now, never had any performances or data on management documented. Methods: A study that describes a specific situation quantitatively without drawing generalizations was done. As the total population of people involved (20) was rather small, all people that participated: athletes, coaches and administrators, were chosen for a survey through Total Sampling (a census of the entire available population, i.e., complete enumeration rather than qualitative data saturation). A questionnaire with the Likert-type format was used asking for opinion on the four domains of the POAC theory. The results were shown as mean figures, percentiles and norm-referenced distribution. Reliability (Cronbach's alpha) and validity evidence for the questionnaire were not formally assessed in this study; this is acknowledged as a limitation and discussed further below. Results: Stakeholders' perceptions on the entire POAC implementation score were between 176 and 188 (mean, 182.3 and standard deviation, 3.71). When using this study's categories of norms, 45% of the responders assessed the implementation as "Very good" or "Good," 25% as "Adequate," 25% as "Poor," and 5% as "Very poor," indicating, overall, a positive but non-uniform reaction. Conclusion: The overall opinion of the stakeholders on how the club's management was implemented was very good or good. A significant proportion of respondents also mentioned weaknesses in two specific aspects, namely, lack of communication or coordination between administrative staff and coaches and the absence of an athlete-progress review being carried out periodically.
Copyright (c) 2026 Cynthia Nur Cahyani, Eval - Edmizal, Yendrizal - Yendrizal, Septri - Septri https://creativecommons.org/licenses/by-nc-sa/4.0
Four-week progressive unilateral plyometric training improves vertical jump height in youth football goalkeepers
Goalkeepers perform a vertical jump with one-leg many times when contesting crosses, corners, and lofted passes while plyometric training studies that are related to football have mainly concentrated on outfield players, thus leaving the position-specific evidence for goalkeepers scarce. This study investigated the impacts of unilateral plyometric training program of 16 sessions on the explosive power of lower limbs of youth football goalkeepers. Using a quasi-experimental one-group pretest-posttest design, six male goalkeepers (13.8 ± 1.5 years; 4.2 ± 1.1 years of playing experience) recruited by purposive sampling from a community football academy in Padang, Indonesia participated in the study. The vertical jump wall-and-chalk test was used to assess lower limb explosive power, with the best of three jumps used for analysis. The training intervention involved eight progressive variations of the cone-assisted single-leg plyometric exercises carried out in 16 sessions (four times a week for four weeks), three sets of eight, seven and six repetitions at 90%, 95% and 100% maximal effort respectively, with 1-3 min inter-set and 5 min inter-drill recovery were prescribed. Normality was verified through the Lilliefors test, variance homogeneity through an F ratio, and the hypothesis through a paired-samples t-test complemented by standardised effect sizes and 95% confidence intervals. Vertical jump height rose from 29.83 ± 9.15 cm to 34.67 ± 9.31 cm, a mean increase of 4.83 cm (95% CI [1.98, 7.68]), t(5) = 4.36, p = .007, dz = 1.78. Each participant enhanced their performance (range 2-10 cm; +16.2% group mean). Therefore, short-cycle unilateral plyometrics can be considered as a low-cost, equipment-light strategy that coaches can easily integrate into regular goalkeeper training sessions to improve aerial-dual readiness.
Copyright (c) 2026 Jeki Haryanto, Luthfi Adhitya, Vega Soniawan, Ikhwanul Arifan https://creativecommons.org/licenses/by-nc-sa/4.0
Social media affordances in music learning and performance: a systematic review of empirical evidence, 2020–2026
Social media platforms have become embedded in how musicians practise, perform, and are taught, yet the research base describing this phenomenon remains fragmented across disciplines, platforms, and educational levels. This systematic literature review examined how social media shapes music learning and performance, synthesising evidence on informal self-directed learning, formal instructional integration, teacher professional communities, and the psychosocial consequences of platform-mediated visibility. Following the PRISMA 2020 framework, a search was executed in the Scopus database on 24 July 2026, returning 657 records; after removing one duplicate, 656 records were screened by title, abstract, and keyword, of which 249 were assessed in full text against explicit eligibility criteria requiring a substantive combination of music, a named social media platform, and a learning or performance focus. Fifty studies published between 2020 and 2026 met the inclusion criteria and were retained for synthesis. Findings converged on four themes: social media, particularly YouTube, Instagram, and WeChat, functions as an informal and self-regulated learning resource that complements rather than replaces formal instruction; platforms are increasingly integrated into formal curricula and teacher professional communities as tools for content curation, feedback, and community-building; the visibility and metrics inherent to platforms generate documented risks of social comparison, performance anxiety, and impostor phenomena among students and educators; and a smaller critical literature questions the platformization of musical labour and pedagogy itself. Theoretically, the review extends self-regulated learning and communities-of-practice frameworks into networked, platform-mediated contexts. Practically, findings suggest that music educators can deliberately scaffold platform use to support motivation while mitigating comparison-related harms. Future research should pursue longitudinal designs, cross-platform comparisons, and greater representation from under-studied regions and non-Western musical traditions
Copyright (c) 2026 Benovan Rahmandicca, Ardipal Ardipal, Tulus Handra Kadir, Indrayuda Indrayuda https://creativecommons.org/licenses/by-nc-sa/4.0
Transformative pedagogy fostering student character through discipleship communities at HKBP nommensen university
This study examines the implementation of transformative pedagogy in Christian Religious Education (CRE) through discipleship communities to foster holistic student character formation in Christian higher education. A qualitative literature review was conducted using a theological-pedagogical hermeneutic approach. Data were collected from peer-reviewed journal articles, books, biblical texts, and theological documents related to transformative pedagogy, discipleship, and Christian character formation. The data were analyzed through literature selection, thematic analysis, and theological-pedagogical synthesis. The findings indicate that discipleship communities provide a structured, relational, and faith-based learning environment that effectively integrates theological learning, spiritual growth, moral development, and character formation. Discipleship communities should be recognized as an integral pedagogical model in Christian Religious Education, offering a transformative framework that systematically integrates theological knowledge, character formation, and missional practice to strengthen Christian higher education.
Copyright (c) 2026 Udur Ernita Aritonang, Vornalita Pelsa Sambalao, Dirk Roy Kolibu https://creativecommons.org/licenses/by-nc-sa/4.0
Place-based learning in social studies education: a systematic review of implementation, outcomes, and enabling conditions
Requests that schools become more relevant, more civically involved, and more rooted in local areas have generated a fresh intellectual interest in place-based learning. Although social studies education seems to be one of the area’s most suitable to this kind of approach, it is rather unclear to what extent it actually happens. The paper presents a systematic literature review of studies reporting on the use of place-based learning in social studies education together with the outcomes and the enabling circumstances that were identified. After following the recommendations of the PRISMA 2020 statement and scanning the Scopus database in a structured way, 255 studies, including duplicates, were found. The records were then deduplicated, and titles, abstracts, and full papers were scrutinized to identify those matching the eligibility criteria. Eighteen research and conceptual papers published between 2021 and 2026 were finally selected, and a thematic synthesis was used to obtain themes that can be generalized. Results show that place-based learning is mainly conducted using community-based collaborations, local-heritage and archival investigations, and field-based geographic investigations. It is also consistently linked to gains in civic responsibility, conceptual grasp, and emotional involvement, and at the same time it helps teacher training. A different understanding of place from that of most mainstream theories came out as a unique theoretical thread: Indigenous and decolonial ideas of place. The study also highlights areas where research could be made more methodologically sound and equitable. A number of educational topics, such as curriculum development, teacher education, and policy, are also discussed, and a list of possible research topics related to longitudinal, comparative, and outcome-based research is suggested.
Copyright (c) 2026 Salvetri Salvetri, Jeki Haryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of learning models and instructional media on pencak silat course learning outcomes
This study aims to examine the effect of learning models and instructional media on pencak silat learning outcomes. A 2×2 factorial experimental design was employed with two factors: learning model (blended learning and conventional) and instructional media (video and book/module). Data were analyzed using two-way ANOVA. The results showed that instructional media had a significant effect on learning outcomes (p < 0.05), while the learning model did not (p > 0.05). No interaction effect was found between learning model and instructional media (p > 0.05). These findings indicate that video-based media is more effective than book-based media in improving pencak silat learning outcomes.
Copyright (c) 2026 Weny Sasmitha, Suwirman Suwirman, Nurul Ihsan, Melaty Melaty, Yuni Utari https://creativecommons.org/licenses/by-nc-sa/4.0
Riba prohibition and social welfare: a socio-legal analysis of islamic economic norms on family and state outcomes
This study examines the legal implications of usury (riba) on families and the state from the perspective of the sociology of Islamic law. Islamic law regulates all aspects of human life, including economic activities, and prohibits riba because it contradicts the principles of justice and social welfare. The research aims to analyze the relationship between Islamic legal norms concerning riba and their socio-economic impacts on contemporary society. A qualitative approach was employed through the analysis of primary Islamic sources, including the Qur'an and Hadith, supported by relevant academic literature and empirical studies on the effects of usury practices. The findings indicate that riba contributes to social inequality, weakens moral values, reduces family welfare, and creates economic dependency that may threaten national economic stability and sovereignty. These findings demonstrate that the prohibition of riba is not merely a theological doctrine but also a legal and social mechanism designed to protect public welfare. Therefore, greater collective awareness and the implementation of Sharia-based economic principles are necessary to foster justice, social harmony, and sustainable prosperity for both families and the nation.
Copyright (c) 2026 Endang Madali, Endang Madali https://creativecommons.org/licenses/by-nc-sa/4.0
Development and evaluation of an interactive karate e-module for elementary physical education
Objective: This study aimed to develop a valid, practical, and effective Physical Education, Sports, and Health (PESH) E-Module on karate for Phase C elementary school students. Methods: A Research and Development approach employing the ADDIE model was adopted. The E-Module was validated by content, media, and language experts, while practicality was evaluated through teacher and student questionnaires. Its effectiveness was examined using a quasi-experimental nonequivalent control group design with pre-test and post-test assessments. Results: The E-Module achieved an overall validity score of 92.67%, teacher practicality ratings of 95.2–98.4%, student responses of 80–97%, and an N-Gain of 80% in the experimental group, outperforming the control group (43%). Conclusions: The developed E-Module is a valid, practical, and effective digital learning resource that enhances elementary students' karate learning outcomes and supports technology-enhanced Physical Education.
Copyright (c) 2026 Juli Harmet, Syahrial Bakhtiar, Alnedral Alnedral, Aldo Naza Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Phenomenological study of margondang tradition and cultural resilience in mandailing society
Objective: This study aimed to explore the implementation of the Margondang tradition, identify the factors sustaining its existence, and examine its social implications within the Mandailing community of Sihapas Barumun District, Padang Lawas Regency, Indonesia. Methods: A qualitative study employing a phenomenological approach was conducted using purposive sampling. Data were collected through participant observation, in-depth semi-structured interviews with customary leaders, religious leaders, village officials, youth representatives, and community members, as well as document analysis. The data were analyzed using the interactive model of Miles and Huberman, including data collection, reduction, display, and conclusion drawing. Results: The findings revealed that Margondang comprises six interconnected ritual stages that reinforce customary governance, kinship solidarity, and cultural identity. Its continuity is sustained by strong adherence to customary values, collective participation, and the integration of cultural and religious principles, while simultaneously strengthening social cohesion and intergenerational cultural transmission. Conclusions: Margondang remains a resilient cultural institution that preserves indigenous knowledge and community identity while adapting to contemporary social change.
Copyright (c) 2026 Huwaida Afra Hasibuan, Susi Fitria Dewi, Hasrul Piliang, Fatmariza Fatmariza, Pendi Hasibuan https://creativecommons.org/licenses/by-nc-sa/4.0
Tik tok as a digital pedagogical tool for vocal music instruction: a case study of unisono singing in secondary education
This qualitative case study examines how TikTok was implemented as a learning medium for unisono singing instruction in an Arts and Culture class at a laboratory secondary school affiliated with a state university in West Sumatra, Indonesia. The study explored changes in students’ motivation after the platform was introduced and examined students’ perceptions of this new learning channel. Digital environments increasingly bridge traditional music education practices and the learning preferences of digitally native students, yet detailed accounts of how short-form video applications are integrated with culturally grounded vocal instruction at the secondary level remain scarce, particularly outside Western and higher-education contexts. Data were gathered through classroom observation across four sessions, semi-structured interviews with the teacher and five purposively selected twelfth-grade students, and a portfolio of instructional materials and student videos. Data were analyzed following Miles, Huberman, and Saldaña’s interactive model of data condensation, display, and conclusion drawing/verification, with credibility strengthened through triangulation across sources and methods. Findings show that TikTok was integrated across three instructional stages planning, execution, and assessment functioning as a reference library, a rehearsal aid, an assignment channel, and a feedback and showcase tool. Students’ engagement increased through self-paced, repeated practice, reflecting constructivist and scaffolded learning principles, and their view of TikTok shifted from entertainment toward a legitimate pedagogical resource, although distraction and camera-related self-consciousness remained challenges requiring active teacher mediation. These findings suggest that a culturally grounded combination of traditional vocal pedagogy and short-video technology offers transferable insights that remain underexplored in secondary arts education.
Copyright (c) 2026 Muhammad Fachrurozi Aliva, Syeilendra Syeilendra, Indrayuda Indrayuda, Jupriani Jupriani https://creativecommons.org/licenses/by-nc-sa/4.0
The effects of nutritional status, parenting styles, and self-confidence on the motor skills of elementary school karate participants
This study aimed to examine the direct and indirect effects of nutritional status, parenting styles, and self-confidence on the motor skills of elementary school karate participants. A quantitative cross-sectional design was employed involving 59 male karate participants aged 9–11 years selected through purposive sampling. Nutritional status was assessed using body mass index, while parenting styles, self-confidence, and motor skills were measured using validated questionnaires and the Scott Motor Ability Test. Data were analyzed using path analysis after normality and linearity assumptions were confirmed. Nutritional status, parenting styles, and self-confidence significantly affected motor skills both directly and indirectly (p < 0.05). Parenting styles showed the strongest direct effect (37.09%), followed by nutritional status (33.52%) and self-confidence (27.56%). The structural model explained 72.3% of the variance in motor skills. Motor skills among elementary school karate participants are jointly influenced by biological, family, and psychological factors, highlighting the importance of integrating nutritional improvement, supportive parenting, and confidence-building strategies to optimize children's motor development.
Copyright (c) 2026 Windy Nelsya Camella, Tjung Hauw Sin, Gusril Gusril, Andri Gemaini https://creativecommons.org/licenses/by-nc-sa/4.0
Development of an anthropometry-based ergonomic automatic bike design for children with cerebral palsy
This study aimed to develop an anthropometry-based ergonomic Automatic Bike design tailored to user characteristics. The study employed a Design and Development Research (DDR) approach. The participants consisted of three wheelchair-using children with cerebral palsy at the Rumah Gadang Cerebral Palsy Foundation in Padang, Indonesia. Data were collected through observation, interviews, documentation, anthropometric measurements, and expert validation. Anthropometric data were used as the basis for determining the dimensions and configuration of the Automatic Bike design. The results produced an ergonomic Automatic Bike design with the following specifications: 90 cm overall height, 40 cm width, 50 cm length, 90 cm hand-pedal height, 25 cm foot-pedal height adjustable up to 50 cm, and a 65 cm distance between hand and foot pedals. Expert validation results showed an average score of 2.88 from the engineering expert and 2.70 from the special education expert on a 3-point scale. The overall validation score was 2.79, categorized as highly feasible. These findings indicate that the ergonomic Automatic Bike design meets the requirements of safety, comfort, and suitability for children with cerebral palsy and is appropriate for further prototype development
Copyright (c) 2026 Nilma Zola, Dally Rahman, Annisa Annisa, Fiky Zarya https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening teachers' digital competence through school climate, KSRG program, motivation, and transformational leadership
This study examines the effects of the Google Reference School Candidate (KSRG) Program, teacher motivation, and transformational leadership on teachers' digital competence through school climate in State Senior High Schools across West Sumatra Province. A quantitative causal research design was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The study involved 481 teachers selected through purposive sampling from State Senior High Schools across West Sumatra. Data were collected using a five-point Likert-scale questionnaire measuring teachers' digital competence, the KSRG Program, teacher motivation, transformational leadership, and school climate. Data were analyzed using SmartPLS to evaluate the measurement model and structural model. The findings indicate that the KSRG Program (β = 0.246, p < 0.001) and teacher motivation (β = 0.843, p < 0.001) have positive and significant effects on teachers' digital competence, whereas transformational leadership has no significant direct effect (β = –0.083, p = 0.061). The KSRG Program, teacher motivation, and transformational leadership significantly influence school climate, while school climate has a significant negative effect on teachers' digital competence (β = –0.145, p = 0.016). Furthermore, school climate significantly mediates the relationships between the KSRG Program, teacher motivation, transformational leadership, and teachers' digital competence. The study concludes that teacher motivation is the strongest determinant of teachers' digital competence, whereas transformational leadership plays the most prominent role in shaping school climate. These findings highlight the importance of integrating motivational, organizational, and digital transformation initiatives through the KSRG Program to strengthen teachers' digital competence.
Copyright (c) 2026 Aini Septia Rahmalita, Nellitawati Nellitawati, Ahmad Sabandi, Tia Ayu Ningrum https://creativecommons.org/licenses/by-nc-sa/4.0
Social support as a moderator of the effects of self- and environmental exploration on career choice among beauty education students
Career choice in vocational higher education requires students to understand their personal interests and competencies while navigating a rapidly changing professional environment. This study examined the effects of self-exploration, environmental exploration, and social support on career choice and tested the moderating role of social support among Beauty Education students. A cross-sectional explanatory survey was conducted with 177 fourth-, sixth-, and eighth-semester students selected using proportionate stratified random sampling. Data were collected through a 56-item four-point Likert questionnaire and analyzed using multiple regression, moderated regression analysis, and simple slope analysis. The direct-effect model was significant and explained 36.6% of the variance in career choice. Self-exploration (B = 0.284; β = 0.301; p < 0.001), environmental exploration (B = 0.389; β = 0.382; p < 0.001), and social support (B = 0.157; β = 0.153; p = 0.014) made positive contributions. Adding the interaction terms increased R² to 0.395 (ΔR² = 0.028; p = 0.020). Social support strengthened the effect of self-exploration (B = 0.230; p = 0.028) but attenuated the positive effect of environmental exploration (B = -0.242; p = 0.013). Career development programs should therefore combine structured self-reflection, professional-environment exposure, and autonomy-supportive social resources
Copyright (c) 2026 Fadhila Fitri Hamdani, Jonni Mardizal, Yuliarma Yuliarma, Waskito Waskito https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating fuel-injection motorcycle service training effectiveness using the CIPPO model
Objective: This study evaluated the Fuel-Injection Motorcycle Service Training Program at UPTD BLK Pasaman Barat using the CIPPO model. Methods: A qualitative evaluation design was employed through observations, semi-structured interviews, and document analysis involving program managers, instructors, participants, and industry stakeholders. Data were analyzed through reduction, display, and conclusion verification. Results: The program was relevant to community needs and supported by a competency-based curriculum and qualified instructors, although training facilities remained limited. All 16 participants (100%) completed the training, 11 (68.75%) obtained BNSP competency certification, and 6 graduates (37.5%) entered employment or entrepreneurship. Conclusion: The program was generally effective, but improvements are required in training facilities, certification access, industry partnerships, and graduate employment support
Copyright (c) 2026 Aulia Rahman, Arwizet Karudin, Hasan Maksum, Eko Indrawan, Fadhillah Riski Aisyah Nasution https://creativecommons.org/licenses/by-nc-sa/4.0
Progressive upper-body resistance training improves straight punch frequency-speed (punches per 10 s) in pencak silat athletes: a four-week pretest-posttest study
This study examined whether a four-week progressive upper-body resistance training program improves straight punch frequency-speed in club-level pencak silat athletes, for whom sport-specific upper-limb training evidence is scarce. A one-group pretest-posttest quasi-experimental design was used. Twelve athletes (aged 14 years or over, at least one year of training experience, injury-free) were purposively selected from 65 active club members in Padang, Indonesia. Participants completed 16 supervised sessions (four per week for four weeks) combining progressively loaded bench press, shoulder press and triceps extension (60% to 75-80% 1RM) with explosive transfer work (explosive push-ups, medicine-ball chest passes and throws, plyometric push-ups). The outcome measure was the number of legal straight punches delivered to a bag in a maximal 10 s effort, scored by the same rater under an identical protocol at both time points. Both distributions were normal (Shapiro-Wilk p = 0.561 and p = 0.190) and were analysed with a paired-samples t test (α = 0.05). Punch frequency rose from 46.33 ± 5.84 to 54.00 ± 3.52 punches/10 s, a mean gain of 7.67 punches (16.6%; 95% CI 5.25 to 10.08), t(11) = 6.99, p < 0.001, Cohen's dz = 2.02 (95% CI 1.00 to 3.01); between-athlete variability also fell significantly (Pitman-Morgan t(10) = 2.67, p = 0.024). Progressively loaded upper-body training with explosive transfer work therefore appears to be a practical, low-cost way of raising punch frequency-speed in pencak silat, most plausibly through early neural adaptation. Because the design was uncontrolled and the sample small, these findings are preliminary and require confirmation in randomised controlled trials.
Copyright (c) 2026 Rifqi Ahsan Rendra, Eval - Edmizal, Umar Umar, Juanda Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Identification of misconceptions in plant morphology using a four-tier diagnostic test
This study aims to identify and map the highest levels of misconceptions regarding plant morphology among Grade 11 high school students in Surabaya. A descriptive survey involved 114 11th-grade students from nine high schools in Surabaya, selected through random sampling. Based on answer accuracy, reasoning accuracy, and confidence levels, students’ responses were classified into conceptual understanding, partial understanding, lack of conceptual understanding, and misconception categories. Data were collected using the Four-Tier Diagnostic Test on Plant Morphology (MorforTest), consisting of 10 items. The instrument was validated by four biology experts and obtained a validity score of 90% (highly valid) and Cronbach alpha reliability score of 0.75 (reliable). Data were analyzed descriptively using percentages. The findings indicated that students exhibited misconceptions in the low (55%), moderate (40%), and high (5%) categories. The highest misconception rates were found in the concepts of Asteraceae inflorescences (45%) and the lamina and stamens of Canna indica (44%), whereas the lowest misconception rate was observed for moss rhizoids (14%). Thus, MorforTest can be recommended as a diagnostic tool to help teachers design learning strategies that minimize misconceptions in plant morphology.
Copyright (c) 2026 Zahwa Fibrianita, Wisanti Wisanti, Siti Zubaidah https://creativecommons.org/licenses/by-nc-sa/4.0
Arduino-based STEM student worksheet to improve scientific literacy in air pollution learning
Scientific literacy is a crucial competency for Biology Education students to understand scientific concepts and address environmental issues. However, Indonesian students' scientific literacy remains relatively low, indicating the need for innovative learning resources. This study aimed to develop and examine the validity, practicality, and effectiveness of an Arduino Uno-assisted STEM-based student worksheet on air pollution to improve scientific literacy. Using the Four-D (4D) model (define, design, develop, and disseminate), the worksheet was validated by two expert validators and tested on 36 Biology Education students. Data were collected through validation sheets, student response questionnaires, learning implementation observations, and pretest-posttest tests, then analyzed using validity percentages, practicality scores, and N-gain. The worksheet achieved a validity score of 91% (highly valid), practicality scores of 97.30–100% (very practical), and an average N-gain of 0.80 (high). Within the scope of this one-group pretest-posttest trial, these results indicate that the developed worksheet is valid, practical, and shows a promising initial effect for enhancing Biology Education students' scientific literacy.
Copyright (c) 2026 Putri Irma Wahyuni, Rinie Pratiwi Puspitawati, Pramita Yakub, Arini Zahrotun Nasicha https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of sustainability literacy and behavior among pre-service teachers: informing the development of edutourism-integrated learning resources in higher education
This study aims to investigate the sustainability literacy and behavior profiles of pre-service teachers, as well as the potential of educational tourism (edutourism) in supporting sustainability literacy and behavior. The study involved 298 pre-service teachers from science and social science education programs. The research instruments included a sustainability literacy test covering three domains (environmental, economic, and social), a sustainability behavior questionnaire, a student perception questionnaire, and a learning document analysis. The findings indicate that the sustainability literacy of pre-service teachers is at a high level, with varying scores across the environmental, social, and economic domains. In contrast, their sustainability behavior remains at a moderate level, revealing a gap between students' sustainability literacy and their sustainability behavior. Analyses of students' perceptions and focus group discussions (FGDs) involving relevant stakeholders highlight the need to develop experience-based learning resources that incorporate the Sustainable Development Goals (SDGs) and foster communication skills to bridge the gap between sustainability literacy and behavior. Edu-tourism offers considerable potential as a learning resource because its characteristics align well with the identified learning needs.
Copyright (c) 2026 Yunita Arian Sani Anwar https://creativecommons.org/licenses/by-nc-sa/4.0
Toward creative physics learning: need analysis of PjBL-based physics modules with deep learning
This study aimed to analyze the need for developing a Project Based Learning (PjBL)-based physics module integrated with the Deep Learning approach to enhance students' creative thinking skills on the topic of climate change. A descriptive quantitative survey was conducted as the analysis phase of the ADDIE development model. The participants were physics teachers and Grade X students at SMA Negeri 5 Payakumbuh, selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, needs assessment questionnaires, and a creative thinking skills assessment. The data were analyzed descriptively using percentages and qualitative interpretation. The findings showed that physics instruction still relied on conventional teaching materials and teacher-centered practices, limiting students' opportunities to develop creative thinking skills. The needs assessment indicated that both teachers and students required a physics module integrating PjBL and the Deep Learning approach to support meaningful and contextual learning. Furthermore, students' creative thinking skills remained relatively low across the four dimensions of fluency, flexibility, originality, and elaboration. These findings provide empirical evidence supporting the development of an innovative physics module aligned with the Merdeka Curriculum to improve students' creative thinking skills and promote more active, student-centered learning on climate change
Copyright (c) 2026 Fadilla Septiani, Ratnawulan Ratnawulan, Fatni Mufit, Emiliannur Emiliannur https://creativecommons.org/licenses/by-nc-sa/4.0
Tai chi versus traditional exercise for physical and cognitive health in middle-aged and older adults: a systematic literature review
People are living longer, and with that comes a growing need to stay active so we don't lose our physical and mental health as we age. Yet where Tai Ji Quan fits among other kinds of exercise is still an open question. Most studies so far simply haven't paid enough attention to how an active exercise stacks up against Tai Ji Quan. We ran a systematic literature search built around combinations of Tai Chi, comparison exercise, older population, and health outcomes. The Scopus database gave us 403 articles. Papers were eligible only if they were written in English, appeared between 2022 and 2026, and either reported results or laid out the procedure in detail, meaning they described what the researchers planned to do. On top of that, each one had to compare Tai Chi with some form of active traditional exercise in people aged 50 or over. After we dropped the duplicates, 388 papers remained. We scanned all of them against our inclusion criteria, read 72 full texts, and in the end only 18 studies made it in. Tai Chi came out with clear effects on balance, flexibility, fall risk and related outcomes, plus certain aspects of brain function. Strength and endurance, on the other hand, improved more with walking and resistance training. So the evidence doesn't point decisively to one winner. It points instead to this: the right exercise depends on what you're trying to achieve. Going forward, researchers need to agree on how to measure and report the dose or frequency of Tai Chi their participants actually do. They also need to follow up on the effects of Tai Qi over a longer period, and the samples themselves should draw from a wider range of people.
Copyright (c) 2026 Naluri Denay, Juanda Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Socioeconomic status and barriers to swimming participation among children and adolescents: a systematic literature review
Drowning has been and will continue to be a great source of preventable accidental injuries that people die of and swimming is one among many skills which are strongly linked to the person's level of socioeconomic status. The researchers of this systematic analysis have pooled the most updated pool of the world's knowledge on the topic of how socioeconomic factors influence swimming and water safety programmes for the water plus the reported ways of achieving a better equity. A review based on the methodology laid out by the PRISMA 2020 statement for systematic review and meta-analysis was chosen. In the review a structured Boolean search was used only on studies in the English language in the Scopus database from 2021-2026 period. Initially, 586 records were found and 15 were duplicates (the same paper). After several screening stages (i.e.title and abstract) against the set eligibility criterions, 18 papers were finally chosen for evaluation. Two evaluators independently assessed titles/abstracts and texts, while evaluating the agreement between them by the statistic of Cohen's kappa (κ = 0.91). The combination of search words employed ("socioeconomic status" OR "socioeconomic status") AND ("swimming" OR "aquatic") AND ("access" OR "participation" OR "barriers") resulted in the Boolean search string. Following the thematic analysis, it was carried out by using the coding method in six-phase inductive of Braun and Clarke. To be sure of coding reliability it was cross-checked between two reviewers. Papers have appeared from different authors of Australia (Australia), US, New Zealand, Israel, Belgium, Japan and Indonesia while study techniques employed include qualitative, quantitative, and mixed methods. The analysis by themes found that socioeconomic status plays a role in one's ability to participate and swim lessons and the two main barriers are cost and the lack of availability. Also, the strategies to achieve equality that are most effective are price discounts, programmes delivered by schools, and programmes that are culturally sensitive. Research findings support the area of aquatic activity as well as equip decision-makers with concrete, equity-targeted ways. The research paper advocates longitudinal research on disadvantaged populations, an intersectional perspective, and establishing benchmarks on the measurement of accessibility.
Copyright (c) 2026 Naluri Denay, Pringgo Mardesia https://creativecommons.org/licenses/by-nc-sa/4.0
Strength and conditioning programs for improving swimming performance in competitive swimmers: a systematic review
Strength and conditioning (S&C) are commonly integrated into competitive swim coaching but questions regarding, which type of strength exercises result in the optimal improvements of underwater skills, the appropriate progression of the exercises remain unresolved. This systematic review merges the experimental findings where the main goal of S&C interventions was to enhance the performance of the swimmers. The review procedures conformed with the PRISMA 2020 statement requirements. First, Scopus was the search engine, which by a Boolean search was the first to provide 699 records, after that, 127 were the next ones to be left and from these, 20 were actually the intervention studies, which have been selected after the duplicates were removed in addition to filtering out the document type, the language, publication year, area, and also title and abstract screening. Eligible articles reported various S&C methods such as dry-land, in-water, resisted, plyometric, concurrent, or acute-potentiation as the swimmers were exposed to these and the swimming data were given. High-repetition low-relative-load and velocity-oriented protocols, short-term (6-12 week) mesocycles, and swimming-specific prescribing of the force vector turned out to be the most important elements in programming. As stated, the paper urges the implementation of swim training plans by means of S&C that is highly targeted and transfer oriented, at the same time, the authors point out the necessity for conducting the researches of a larger sample size and a longer time duration with a control of variables better as means to verify the conclusions of this study and to expand its scope.
Copyright (c) 2026 Naluri Denay, Ikhwanul Arifan https://creativecommons.org/licenses/by-nc-sa/4.0
The influence of learning supervision and achievement motivation on effective learning through teachers’ professional
This study aimed to analyze the effects of learning supervision and achievement motivation on effective learning through teachers' professional competence at State Junior High Schools in Padang City. The study employed a quantitative approach using the SEM-PLS method, involving 385 teachers selected from a population of 1,916 teachers across 45 State Junior High Schools. The results showed that learning supervision (β = 0.218; t = 6.752; p < 0.05), achievement motivation (β = 0.320; t = 7.943; p < 0.05), and teachers' professional competence (β = 0.320; t = 4.736; p < 0.05) had positive and significant effects on effective learning. Learning supervision and achievement motivation also had positive effects on teachers' professional competence (β = 0.401), which significantly mediated their effects on effective learning with an indirect effect of 0.128 (p < 0.05). These findings indicate that improving learning supervision, achievement motivation, and teachers' professional competence can enhance effective learning.
Copyright (c) 2026 Widia Widia, Lusi Susanti, Nurhizrah Gistituati, Rusdinal Rusdinal https://creativecommons.org/licenses/by-nc-sa/4.0