International Conference on Educational Innovation, Cultural Sustainability, and Digital Technology
*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" tabindex="-1" data-turn-id="request-WEB:37b910b1-d6fe-4144-98bf-d7ba7727e18c-1" data-testid="conversation-turn-2" data-scroll-anchor="true" data-turn="assistant"> EduCulTech 2025 Proceedings is an international scholarly publication that compiles selected papers presented at the 1st International Conference on Education, Culture & Technology (EduCulTech 2025), held in Pontianak, Indonesia, on 15 November 2025. The conference and its proceedings are organized in collaboration with the Doctoral Program in Education, Faculty of Teacher Training and Education, Universitas Tanjungpura. This international proceeding serves as a platform for academics, researchers, educators, and practitioners to disseminate research and exchange ideas on the intersection of educational innovation, cultural sustainability, and digital technology in addressing global challenges in the 21st century. The publication highlights scholarly contributions that explore how education can strengthen global citizenship, advance multiculturalism, and reduce inequalities in access to knowledge and technology. The scope of the proceedings encompasses a wide range of themes, including digital transformation in teaching and learning, multicultural education and global citizenship, local wisdom and cultural sustainability in education, equity and the digital divide in the 21st century, artificial intelligence and ethics in education, curriculum innovation for inclusive and sustainable learning, cross-cultural dialogue and intercultural competence, the use of virtual reality and the metaverse for digital heritage and learning, community-based education and social innovation, as well as education policy, technology governance, and global collaboration. Through these interdisciplinary perspectives, the EduCulTech 2025 Proceedings aims to contribute to the advancement of knowledge and practice in education while fostering meaningful dialogue among scholars and stakeholders committed to building inclusive, culturally responsive, and technologically adaptive educational systems worldwide.
Faculty of Teacher Training and Education, Universitas Tanjungpura
Saprahan and Character Education: Internalizing Malay Traditional Values in Mempawah
This study aims to analyze the internalization model of the values of the Malay Saprahan tradition in the context of character education in the modern era. Saprahan, rich in communal and moral values, faces cultural erosion due to modernization and curriculum constraints. Using a qualitative case study approach involving six key informants (traditional leaders, community members, and teachers) in Mempawah Regency, data were collected through in-depth interviews and participant observation, and strengthened by triangulation techniques to ensure credibility. The findings were analyzed inductively based on an Ethnopedagogy framework. The results show that Saprahan values can be categorized into Communal and Moral Values, Civic and Identity Values, and Cognitive and Creative Values. A key pattern found is the existence of functional contrast: moral and civic values are optimally internalized in the community through direct practice, but the transmission of cognitive and creative values in schools is hampered structurally. The main obstacles are the lack of local wisdom-based teaching modules and teachers' low understanding of Ethnopedagogy. The novelty of this research is the identification and categorization of Saprahan values into these three dimensions, as well as the proof that the internalization problem lies in the structural gap that separates the community-based (local) curriculum from the formal curriculum. These results emphasize the urgency of developing a Saprahan-Based Ethnopedagogical Curriculum Model to bridge this gap in the future.
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Behavior Culture Teacher Learning and Challenge Implementation Deep Learning Approaches in Schools Base Interior Subdistrict Boyan Tanjung, Kapuas Hulu Regency
This qualitative case study is motivated by the persistence of a conventional and administratively-driven teacher learning culture in remote elementary schools of Kapuas Hulu, which remains misaligned with the Deep Learning orientation of the Merdeka Curriculum. The research problem concerns the limited transformation of teachers' mindsets and instructional practices toward Deep Learning, compounded by competence disparities, infrastructure limitations, and administrative workload. Therefore, this study aims to analyze teachers' learning culture behaviors and identify key challenges in implementing the Deep Learning approach in two remote elementary schools, as a basis for designing contextual transformation strategies. The study was conducted in two schools involving 13 teachers selected through purposive sampling. Data were gathered through classroom observations, in-depth interviews, and document analysis, and were analyzed thematically. Findings reveal a predominant administrative-oriented conventional teaching paradigm, with four major challenges: (1) significant teacher competence disparity, (2) inadequate technology infrastructure, (3) limited use of contextual learning environments, and (4) excessive administrative burdens. The study concludes that mindset transformation through professional learning communities, applied training, and creative technology integration is essential for achieving equitable education quality in remote areas.
Implementation Of Ai Interactive To Improve Mathematics Learning Outcomes Viewed From Students’ Learning Independence
This study aims to examine the implementation of AI-based interactive technology in improving mathematics learning outcomes viewed from students’ learning independence. The research was conducted at SMPN 1 Nanga Pinoh with a sample of 32 students from grade VII. This research employed a quantitative methodology utilizing a single-group pre- post experimental design. Data collection instruments comprised an achievement test and a self-directed learning questionnaire. Statistical analysis was conducted through paired- samples t-test and one-way analysis of variance (ANOVA). The paired-samples t-test yielded a p-value < 0.05, demonstrating a statistically significant difference between participants' pre- intervention and post-intervention scores. These findings confirm that the integration of artificial intelligence-driven interactive technology produced substantial improvements in students' mathematical achievement. Furthermore, the one-way ANOVA test produced a significance value of 0.186 (> 0.05), indicating that there was no significant difference in learning outcomes among students with high, medium, and low learning independence levels. Thus, students’ learning independence did not significantly influence mathematics learning outcomes after the use of AI-based interactive technology. In conclusion, AI-based interactive technology can enhance students’ mathematics learning outcomes overall, although the effect does not significantly differ when viewed from the level of learning independence. Future research is suggested to integrate motivational or self-regulated learning strategies to strengthen the influence of learning independence in technology-assisted learning.
Gadgets and Speech Delay in Early Childhood: A Literature Review
The purpose of this study is to find evidence and explain the influence of gadget use on speech delays in children. This study uses a literature review approach using selected sources based on specific research criteria or themes, namely journals published in the last 10 years Source sorting was done by grouping according to keywords, where from the source sorting, 29 articles were found to be used as review sources, and 15 articles were found as primary sources that matched the keywords and 10 supporting articles as reference reinforcements, then 4 additional articles as comparisons. The results of the analysis indicate a link between excessive gadget use and speech delays in children. Parenting plays a significant role in shaping children's characteristics and development related to the use of electronic media or gadgets. In early childhood (ages 1-5 years), known as the golden age, during this period children experience rapid development in physical, motor, intellectual, emotional, language, and social aspects as they respond to their surroundings. During this period, children are highly responsive to given stimuli. Language development is a key indicator of a child's overall developmental progress, serving as a benchmark for cognitive abilities. Adequate physical activity can also improve motor skills and cognitive development. Therefore, active parental involvement in monitoring gadget use can reduce the risk of speech delays in children. In conclusion, speech delays can be prevented, among other things, by limiting children's gadget use and providing more play activities that stimulate and enhance gross motor development..
The Influence of Concrete Media Based on The Surrounding Environment on Motivation and Science Learning Outcomes of Students
Science learning in elementary schools is often perceived monotonous due to the lack of direct student engagement with real objects in their environment. Low motivation and poor learning outcomes remain major challenges, especially when conventional methods still dominate classroom practices. This study aims to examine the influence of concrete media based on the surrounding environment on the motivation and science learning outcomes of fourth-grade students. The research employed a quasi-experimental method with a pretest-posttest control group design, involving two student groups: an experimental group using concrete media based on the local environment and a control group using conventional methods. Research instruments included a learning motivation questionnaire and a science achievement test, both of which were validated and tested for reliability. Data were analyzed using the paired sample t-test to determine significant differences between pretest and posttest scores. The research findings indicate that the use of concrete media based on the surrounding environment has a significant impact on improving students' learning motivation. The paired sample t-test yielded a significance value of < 0.001, demonstrating a statistically significant difference in average motivation scores between the experimental and control groups. Furthermore, students' science learning outcomes also showed a significant improvement following the intervention. Comparisons between the posttest scores of the experimental and control groups, as well as between the pretest and posttest scores within the experimental group, revealed a significance value of < 0.001.
The Effectiveness of Contextual Learning on Number Learning Outcomes Count Grade V in Elementary School
Mathematics learning in elementary school, particularly on whole numbers, often encounters significant obstacles. Students commonly struggle with the abstract nature of numerical concepts, fail to see their relevance to daily life, and consequently exhibit low motivation and achievement. This study addresses these challenges by implementing an innovative learning strategy that combines a Deep Learning approach with the Problem-Based Learning (PBL) model, contextualized through a school kiosk simulation. The research involved 35 fifth-grade students who actively participated as sellers and buyers in a simulated market environment, utilizing concrete media such as imitation goods and play money. Data were gathered through observation, tests, and documentation. The results demonstrated a profound and statistically significant impact. The average student learning outcome surged from 57.5 to 93.0, with the majority of students successfully achieving the learning mastery standard. Statistical analysis using the Wilcoxon Signed Ranks Test confirmed the significance of this improvement (Asymp. Sig. = 0.000). Beyond cognitive gains, the simulation fostered a more dynamic and engaging classroom atmosphere, significantly boosting student motivation, participation, and collaborative social skills. The study concludes that the integration of Deep Learning and PBL through contextual, real-world simulations like a school kiosk is a highly effective method for enhancing the quality of mathematics education. It makes the learning of whole numbers more meaningful, applicable, and enjoyable, leading to superior academic results and holistic student development. This model is thus highly recommended for application in elementary school settings.
Teacher Strategies in Overcoming Early Reading Difficulties of Grade 1 Elementary School Students
: The background of this research is based on the importance of reading skills as a basic ability that is very necessary for students to develop further learning abilities. Read is skills base important that allows student develop ability Study more continue. However, learning read is not easy task​ for students, especially at the stage early, and also gave rise to significant challenges​ for teachers as educators. Failure student in get skills read No solely caused by lack of ability they for learn skills new, but also suspected influenced by the teacher own research​ This aims for describe the strategies used by teachers in overcome difficulty read early in students’ school base class one totaling 30 people. Approach qualitative with method descriptive is research used. Data collection through​ observation, interviews, and documentation. On the findings study This show that the teacher applies several effective strategies, including approach helpful phonetics​ student connect letter with sound, use of visual media such as card letters, pictures, and boards flannel, activities learning based game like guess letters and word formation, as well individual mentoring. These strategies help student increase skills they in know letters, composing syllables, and reading simple words. In general, overall, combination various creative and interactive teaching strategies and learning media are very important in effort for increase skills read early in students’ class one. This study emphasizes importance teacher creativity in teaching read early.
Improving Literacy Skills Through The Implementation of The Cooperative Literacy Learning Model in Third Grade Elementary School Students
This research aims to improve the literacy skills of elementary school students through the implementation of the cooperative literacy learning model. The Cooperative Literacy Learning Model refers to a learning approach that integrates literacy skills (reading, writing, speaking) with cooperative group work methods. In general, this model can be defined as a learning model that organizes students into small (cooperative) groups where they work together to master and apply various literacy skills in the context of a shared task. This classroom action research (CAR) involved 34 students at SDN 14 Kuala Selakau, Sambas Regency, and was conducted in two cycles. Data were collected through tests, assessment rubrics, and observation sheets to measure reading, writing, and speaking skills, as well as observing student activities. The results showed significant improvements in all three aspects. This can be seen from the results of observations and research on the literacy of third-grade students at SDN 14 Kuala Selakau, Sambas Regency, in 2024, from the pre-cycle, cycle I, and cycle II phases. Of the 34 students before the implementation of the cooperative literacy learning model (pre-cycle), 24 students, or 70.59%, had good reading skills. Furthermore, 23 students, or 67.65%, had good writing skills, and 21 students, or 61.76%, had good speaking skills. This observation was conducted in the first semester, from July to October 2024. Furthermore, through this pre-cycle, cooperative literacy learning models were implemented from November 2024 to February 2025 (cycle I). This resulted in an increase in students' reading skills to 29 students, and an increase in writing skills from 23 to 26. Furthermore, students' speaking skills also increased by 4 students. Then, in cycle II (March-June 2025), there was another increase in reading skills for 5 students, an increase in writing skills for 6 students, and an increase in speaking skills for 7 students. This improvement demonstrates that the cooperative literacy learning model is effective in addressing students' low literacy levels and successfully fostering their interest, motivation, and active participation in the learning process. Therefore, the cooperative literacy learning model can be an excellent alternative for teachers to improve their literacy skills. Therefore, implementing the cooperative literacy learning model will improve the quality of learning and achieve the desired educational goals. This improvement can serve as a reference for teachers, researchers, and others to improve students' literacy skills through cooperative learning models.
Readiness of Junior High School Educational Units in Implementing The Deep Learning Approach
The implementation of the deep learning approach at the junior high school level is a strategic necessity to improve the quality of education and students' competencies holistically. The application of the deep learning approach at the junior high school level becomes an important need to enhance the quality of learning and the comprehensive development of student competencies. The deep learning approach emphasizes meaningful conceptual understanding, critical thinking, and active student engagement in the learning process. Through case studies conducted in several junior high schools, it was found that although there is a strong push to implement deep learning approaches, various challenges remain. These challenges include limited teacher knowledge and skills, inadequate infrastructure, insufficient managerial support, and assessment systems that are not aligned with the principles of deep learning. Therefore, this study aims to examine the readiness of junior high school education units in implementing the deep learning approach while also identifying the challenges encountered during the process.This research employed a quantitative descriptive method, with data collected through observations and questionnaires distributed to several junior high school principals as respondents. The sampling technique used was purposive sampling, in which principals were selected based on specific criteria such as the school’s accreditation level, the availability of learning facilities, and involvement in curriculum development or innovation programs. This approach ensured that the selected schools represented varying levels of readiness and contextual diversity.The questionnaire was designed using a combination of Likert-scale items, multiple-choice questions, and a small number of open-ended questions. The Likert-scale items assessed principals’ perceptions of teacher competence, infrastructure readiness, managerial support, and the alignment of assessment systems with the deep learning approach. The multiple-choice items captured general school characteristics, while the open-ended questions allowed respondents to elaborate on specific challenges or contextual factors. The instrument was validated by experts to ensure clarity, relevance, and reliability.The collected data were analyzed using descriptive statistical techniques, including frequency distribution, percentage analysis, and mean scores to illustrate the overall readiness level of the schools. Responses to the open-ended questions were analyzed using basic thematic analysis to identify recurring issues and contextual insights related to the implementation of deep learning. The findings show that although most education units recognize the importance of deep learning, significant barriers remain, particularly regarding principal training and the availability of adequate supporting facilities. The results show that although most educational units recognize the importance of implementing deep learning, several substantial constraints remain—particularly related to principal training and the availability of adequate supporting facilities. Based on the survey responses, 87.5% of principals agreed that deep learning is essential for improving students’ critical thinking and problem-solving skills. However, only 43.7% reported that their teachers had received sufficient training to implement deep learning effectively in classroom settings. In terms of infrastructure, 56.2% of respondents stated that their schools lacked adequate technological facilities—such as multimedia equipment, internet connectivity, and flexible learning spaces—required to support deep learning activities. Observational data also indicated that many classrooms were still arranged in traditional layouts, limiting opportunities for collaborative and inquiry-based learning. Managerial support emerged as another recurring issue. Although 75% of principals expressed commitment to strengthening deep learning implementation, only 31.2% reported having clear school-level policies or structured programs to facilitate the transition. Moreover, thematic analysis of open-ended responses revealed common challenges such as limited professional development opportunities, insufficient instructional supervision, and misalignment between assessment practices and deep learning principles. These findings highlight the gap between awareness and practical readiness, indicating that more targeted capacity-building efforts and infrastructure improvements are needed to ensure successful implementation of deep learning in junior high schools.Recommendations are provided to enhance the capabilities of school principals, improve facilities and infrastructure, and the Teaching and Learning Activities (KBM) process to support the implementation of more effective and meaningful learning at the junior high school level. The implementation of the deep learning approach at the junior high school level is a strategic necessity to improve the quality of Education and student competencies holistically. The application of the deep learning approach.
Comparison Of The Effectiveness Of Conventional (Paper-Based) And Digital (Quizizz) Evaluations On Students’ Learning Outcomes
The development of digital technology has brought significant changes in how teachers evaluate learning, which was previously done conventionally using paper, now shifting to digital systems by utilizing interactive platforms such as Quizizz. The objective of this study is to compare the effectiveness of conventional evaluation using paper and the evaluation of IPAS material "Magnet" using Quizizz on the learning outcomes of students in classes VA and VC of SD Bantuan Slamet Riyadi Sekadau. The author utilized a quantitative approach with a quasi-experimental design in the form of a pretest-posttest with a control group. The author used two classes totaling 72 students: the experiment class (VC) with 36 students, which received treatment using Quizizz-based evaluation, and the control class (VA) with 36 students, which implemented conventional evaluation using paper. The instrument was based on pretest and posttest learning outcomes, as well as the results of a student learning motivation questionnaire using a Likert scale. The research instruments included a learning outcome test and observation sheets. Data analysis used an independent t-test to identify differences in learning outcomes between the two groups. Students who participated in the evaluation using Quizizz achieved better learning outcomes and showed higher motivation and participation. Therefore, the researcher concluded that digital assessment using Quizizz is more efficient compared to traditional paper-based assessment in improving student learning outcomes at the elementary school level.
Utilization of Digital Interactive Media in Improving ARCS Components
Problems related to motivation in learning among sixth grade students at SDN 5 Beloyang are still considered low, so there is a need to utilize digital-based interactive learning media to boost students' active involvement as they learn new things. This research aims to investigate how using the "Wayground" digital interactive tool affects and improves their drive to learn, by paying attention to the ARCS elements (Attention, Relevance, Confidence, Satisfaction). The methodology used is a quantitative descriptive nature with an instrument in the form of a Likert scale questionnaire that has been prepared based on ARCS motivation indicators. The population in this study consisted of 30 sixth grade students at SDN 5 Beloyang. The findings of this study indicate that the use of digital interactive media has a positive influence on increasing student motivation. The Attention component received a score of 89.35%, Relevance 88.85%, Confidence 90.15%, and Satisfaction 93.35%; all were classified as high. These results indicate that Wayground's digital interactive media is highly effective in capturing students' attention, increasing the relevance of learning content, building self-confidence, and providing a satisfying learning experience. Overall, this study confirms the crucial role of digital interactive media in increasing student learning motivation and supporting a more engaging, adaptive, and meaningful learning process. It is hoped that the results of this study can serve as a reference for learning innovation in educational institutions.
The Effect of Teaching Aids on The Learning Outcomes of Fourth Grade Elementary School Students in Science
Objective: The objective of this study is to analyze the influence of the application of teaching methods based on teaching materials on the learning outcomes of students in the subject of Natural Sciences on the topic of changes of state in fourth grade. Method: This research employs a quantitative method and a quasi-experimental design, specifically a non-equivalent control group design. The sample consisted of 40 students, who were divided into two groups: an experimental group (class IV A, n = 20), which was taught with the help of teaching resources, and a control group (class IV B, n = 20), which was taught using conventional methods. The research instrument consisted of a validated and reliable multiple-choice test to assess performance (r₁₁ = 0.87). The data were analyzed using IBM SPSS Statistics 27 software with a paired t-test. The results show that the mean score on the post-test for the experimental group (78.38) is significantly higher than that of the control group (71.50). The hypothesis test result yielded a value of t = 5.590 and Sig. (two-tailed) = 0.000 (p < 0.05). This shows that H₀ is rejected and Hₐ is accepted, which means that there is a significant difference in learning outcomes between the group of students who received instruction using the learning aids-based method and the group who received instruction using the traditional method. The teaching method based on learning aids has a positive and significant effect on improving the academic results of fourth-grade students in the subject of Natural Sciences on the topic of the change in the form of materials. The implication of this study is that teachers are recommended to integrate learning aids into the learning process, especially in abstract content, to create concrete and meaningful learning experiences.
Implementation of the Student Discipline Improvement Program and Its Impact on Learning Outcomes
This study aims to analyze the implementation of a program to improve learning discipline and identify its impact on the learning outcomes of fourth-grade students at SDN 30 South Pontianak. This study used a qualitative, descriptive case study approach involving 34 students. Data were collected through participant observation and document analysis of cognitive learning outcomes and records of disciplinary violations. Implementation results indicate that the program focuses on preventive and developmental efforts, manifested through teacher role models, the "Five Minutes Ready to Learn" habit, and a point system and positive rewards. There was a correlation between discipline levels and academic achievement, with the high-discipline group (N = 15) having an average cognitive score of 88.7, significantly higher than the low-discipline group (N = 7), with an average of 65.4. This effectiveness was supported by an increase in cognitive discipline, as evidenced by a decrease in the average number of lack of focus violations from four to one per week. The conclusion confirms that a structured, consistent, and humane discipline program is a fundamental prerequisite for improving academic achievement.
Teachers' Perception Towards The Use Of Augmented Reality In The Learning Process In Elementary And Secondary Schools
Augmented Reality (AR) is a technology that combines the real world with three-dimensional virtual elements interactively, thus providing a more engaging, contextual, and meaningful learning experience for students. This study uses the Technology Acceptance Model (TAM) to explore the perceptions of elementary and secondary school teachers towards the use of AR in the learning process by looking at Perceived Ease of Use and Perceived Usefulness, which then influence attitudes and behavioral intention or future follow-up to use the AR technology. The research method used is a qualitative approach using Focus Group Discussion (FGD), and the data analysis technique used is Miles dan Huberman model. This study involved six teachers in Makedonia Private Schools as participants. The results of this study indicate that AR is highly beneficial and engaging for use in learning. Teachers have the intention or plan to implement AR in future lessons, but implementation is quite challenging due to inadequate networks and devices, lengthy preparation, and teachers' lack of AR skills, which necessitates training/mentoring.
The Influence of Learning Interest On Students’ Learning Outcomes
Learning interest is widely acknowledged as a key psychological factor that shapes students’ motivation, engagement, and overall academic performance. Despite its importance, empirical evidence examining how learning interest influences academic outcomes in rural elementary school settings remains limited. This study investigates the effect of students’ learning interest on their learning outcomes at SDN 24 Ani Senabah, where preliminary observations indicated low enthusiasm and inconsistent participation during classroom activities. Utilizing a quantitative correlational design, data were collected from 30 sixth-grade students through a validated learning interest questionnaire and a post-test aligned with instructional objectives. Normality testing revealed that both variables were not normally distributed (p < 0.05); therefore, Spearman’s rho was employed for hypothesis testing. The results demonstrate a strong and statistically significant positive correlation between learning interest and learning outcomes (ρ = 0.664, p < 0.01), indicating that students with higher interest levels tend to achieve superior academic performance. These findings support theoretical perspectives that position learning interest as an internal motivational construct that enhances persistence and cognitive engagement. The study underscores the need for teachers to adopt interactive, student-centered instructional approaches that foster learning interest and sustain students’ academic achievement. Recommendations for instructional practice and directions for future research on additional contributing factors are also presented.
Deep-Discovery Model: Fostering Cultural Resilience and Critical Thinking in Remote Schools
Amidst the massive wave of globalization, elementary schools in Indonesia's remote areas, particularly in West Kalimantan, encounter a unique paradox: increasing digital access alongside the erosion of local cultural identity. Conventional educational models often fail to bridge this gap. This article proposes the Deep-Discovery Learning Model, a novel theoretical synthesis integrating the constructivist pedagogy of Discovery Learning with the Deep Learning framework (encompassing both the philosophy of meaningful learning and adaptive AI technology). The primary objective of this model is to simultaneously strengthen students' cultural resilience and critical thinking skills. Mechanistically, the model outlines learning stages where technology functions as adaptive scaffolding to assist students in critically investigating local cultural issues. Through a systematic literature review of 26 selected sources, this study formulates a framework that transforms the role of students from passive consumers of global culture into proactive agents of local cultural preservation. The practical implications of this model offer guidance for curriculum developers and practitioners in 3T (frontier, outermost, and disadvantaged) regions to utilize technology not merely as an auxiliary tool, but as a catalyst for character reinforcement.
Integrated Ai Wayground and Stad: Comprehensive Analysis of Student Motivation and Learning Outcomes
The transformation of 21st-century education requires schools to improve quality while encouraging innovation through technology-supported learning. In economics classes, low student engagement and teacher-centered practices continue to hinder effective instruction. This study investigated how integrating the AI Wayground platform with the cooperative learning method STAD influences students’ motivation and learning outcomes. AI Wayground strengthened the STAD process by offering interactive digital tasks, automated feedback, adaptive learning paths that promoted collaboration, responsibility, and active participation. A quantitative approach was used, involving questionnaires, tests, observations, and documentation. Motivation was measured using items adapted from the Six-Factor FLLMQ, with 140 students selected randomly from a population of 544. Data processed using SPSS 25 showed strong effects through descriptive statistics, correlation, and multiple regression. The N-Gain score of 0.7898 (78%) indicated high effectiveness of the intervention. The combined influence of AI Wayground (X1) and STAD (X2) on learning outcomes (Y2) reached 94.5%, while an Adjusted R² of 0.805 showed that 81% of the variance was explained by both variables. T-test results (sig. 0.000 < 0.05) and the F-test value of 228.665 confirmed significant improvement. Descriptive data on motivation also supported these results. After the intervention, motivation increased markedly, with the mean rising to 92.32 and standard deviation decreasing to 2.20, indicating more consistent motivation across students. Median and mode scores of 93 showed generally high motivation, supported by positive kurtosis (3.81) and negative skewness (–2.25). Overall, integrating AI Wayground with STAD proved highly effective in boosting motivation and improving learning outcomes.
The Role of Principals' Transformational Leadership in Realizing Good Governance in Border Schools
The purpose of this study is to examine in depth how the transformational leadership style implemented by the principal influences good governance in border school environments. Border areas often face unique challenges, such as limited resources and access, which makes the implementation of good governance crucial. This study used a literature study method with a narrative review design. The data analysis technique adopted descriptive analysis. As obtained from the literature study, the transformational leadership of the principal plays a significant role in building transparency, accountability, and participation in border schools. Inspirational and change-focused leaders are able to manage resources and strengthen teacher commitment even in difficult situations. This study concludes that the transformational leadership of the principal plays a significant role in realizing good governance practices in border schools. Principals who apply exemplary influence, motivate visionary, stimulate critical thinking, and pay attention to individual needs tend to create a more transparent, accountable, and participatory environment.
Needs Analysis for Environment Based Local Curriculum and Local Wisdom in Melawi Regency
This research aims to analyze the needs and design a local content curriculum (Muatan Lokal) based on the environment and local wisdom in Melawi Regency. This analysis aims to bridge formal education with the socio-ecological reality of Melawi, responding to environmental crises (deforestation, waste management) and cultural crises. This research approach uses a descriptive qualitative method, with primary data collection techniques through Focus Group Discussions (FGD) and workshops. This process is methodologically framed using Hilda Taba's 7-step inductive curriculum development model, starting with Diagnosis of Needs (Taba, 1962). The results of the needs analysis identified two main pillars: (1) a systematic sustainable asset-based approach mapping 7 key capitals and (2) problem analysis identifying 5 critical environmental issue clusters, namely waste management, deforestation, access to clean water, food security, and educational tourism. The recommendations resulted in (1) Implementation Model: Local Content as an independent subject; (2) Content Organization: Using a flexible and contextual thematic module structure; (3) Pedagogy: Project-Based Learning (PBP) oriented towards real action. This content was validated for significance using the national Climate Change Education (PPI) framework. Curriculum sustainability requires (1) formal legitimacy through a Regent Regulation; (2) systematic sustainable teacher capacity development through pedagogical and inquiry training; and (3) sustainable multi-party collaboration
Intercultural Competence and Multicultural Values in Arts Education: The Eka Cipta Model
: The swift progression of globalization necessitates that educational institutions actively develop students' intercultural ability to preserve societal harmony. This study seeks to examine the attributes of Arts and Culture education at Eka Cipta Junior High School in Kapuas Hulu, emphasizing the manifestation of multicultural values in teaching practices through an analysis of Intercultural Competence. This study employed a descriptive qualitative methodology to gather data through classroom observations, comprehensive interviews with educators and students, and the examination of curriculum documents and learning modules. The results demonstrate that the Arts and Culture curriculum effectively incorporates local Dayak cultural elements with national and global arts, functioning as a robust platform for multicultural education. The expression of multicultural values is apparent through educational practices that foster artistic collaboration, cross-cultural appreciation, and critical discourse on cultural differences, all of which are essential indications of intercultural competence development. The learning process effectively progressed from simple cultural transmission to active cultural engagement, allowing students to acknowledge, appreciate, and constructively interact with many cultural identities. This research finds that deliberately and successfully organized Arts and Culture education can cultivate students' competences to foster sustained multicultural coexistence in Indonesia's heterogeneous society. This study's findings provide significant insights for policymakers and educators in creating an Arts and Culture curriculum that genuinely embodies and advances global multiculturalism.
The Role Of Principals' Leadership in Advancing Technology-Based Learning in The Digital Era
This study aims to provide a comprehensive analysis of the principal’s role in enhancing the implementation of technology-based learning in the digital era, while also examining the challenges encountered and the strategies employed throughout the transformation process. Conducted in primary and secondary schools in West Kalimantan that have engaged in digital transformation initiatives through the Merdeka Belajar program, this research employs a descriptive qualitative approach. Data were collected from principals, teachers, and educational staff using purposive sampling. The primary data sources consisted of in-depth semi-structured interviews, participatory observations, and document analysis of school policy reports and internal records. To ensure data validity, methodological and source triangulation were applied, supported by member-checking and audit trail documentation. The data were analyzed using thematic analysis to identify recurring patterns and relationships. Findings reveal that school principals play a crucial role as change agents, facilitators, and innovators in promoting technology integration within instructional practices. Visionary and collaborative leadership—particularly through coaching-based supervision—significantly enhances teachers’ digital competencies, strengthens a culture of innovation, and increases student learning motivation. Nonetheless, persistent barriers such as limited technological infrastructure and low digital literacy, especially in remote regions, continue to hinder implementation. The study highlights the importance of continuous digital literacy training, infrastructure improvement, and comprehensive policy support to facilitate equitable and sustainable digital transformation across educational institutions.
Utilization of Canva-Based Games to Improve Creative Thinking Skills of Vocational School Student
In the digital age, technology makes life easier for people, including students. Many students use their smartphones for social media like Instagram and WhatsApp, as well as for gaming, which often disrupts their concentration while studying. This study aims to analyze the use of Canva-based interactive games in enhancing the creative thinking skills of vocational high school (SMK) students through a mixed-methods approach combining both qualitative and quantitative methods. The study is motivated by the need for innovative and interactive learning media that can encourage students to think critically and actively participate in the learning process. The quantitative approach was employed to measure the improvement of students’ creative thinking skills using a pretest– posttest design, while the qualitative approach utilized questionnaires to explore students’ perceptions and responses toward the use of Canva games as a learning medium. The research subjects were ten-grade vocational students in one of the productive subjects. The quantitative results showed a significant improvement in students’ creative thinking scores after the implementation of the Canva-based interactive game. Meanwhile, the qualitative findings indicated that students responded positively, stating that the learning activities were more engaging, challenging, and helped them understand concepts more deeply. The study concludes that the use of Canva-based games is effective in improving students’ creative thinking skills while also creating a more enjoyable and meaningful learning experience in vocational education settings.
A Descriptive Study of Social Media Addiction Among Senior High School Students
The purpose of this study was to describe the level of social media addiction among high school students and to categorize their addiction levels based on a standardized measurement instrument. The study focused on patterns of social media use among adolescents in formal education settings. A descriptive quantitative research design was employed, involving 408 randomly selected students from SMA Negeri 1 Nanga Pinoh. Data were collected using the Bergen Social Media Addiction Scale (BSMAS), which consists of 11 items measuring six dimensions of social media addiction; salience, mood modification, tolerance, withdrawal, conflict and relapse. Descriptive statistical analysis was conducted to calculate the total scores and classify the levels of addictions. The finding revealed that 4% of students demonstrated high addiction levels, 64% moderate levels and 32% low levels. These results suggest that while most students exhibit moderate social media use, a small group shows symptoms of high dependency that warrant targeted interventions. The study concludes that social media plays a significant role in students’ daily lives, yet it also poses potential risks when used excessively. Therefore, digital literacy programs and school-based counseling focusing on time management, self-control, and awareness of psychological impacts are strongly recommended to promote healthy and responsible social media use.
Identification of body mass index (bmi) in petanque sports students
In the sport of petanque, there are several aspects that must be considered such as the physical, technical, tactical and mental aspects of athletes to achieve maximum performance. To achieve maximum performance is often faced with various obstacles, one example is which position is appropriate for the athlete's body size. BMI measurements in the sport of petanque may be helpful in determining how someone can be a pointer, shooter, or middle (can point or shoot) namely by measuring body dimensions such as height, weight. These height and weight measurements will later be calculated to obtain a body mass index to determine whether or not a person's body size is ideal, in this case the Physical Education students of Tanjungpura University who actively participate in Petanque achievement training. The method used in this study was quantitative descriptive. Total sampling was used, selecting 20 students from the total population. Data collection involved tests and measurements of height using a stadiometer and weight using a scale. The data obtained were then calculated using a formula to obtain BMI. The research is expected to be useful for petanque coaches and athletes in the Sports Science Department at Tanjungpura University, as well as a reference for lecturers and coaches in designing appropriate training programs. The results showed that of the 20 Physical Education students who are petanque athletes at Tanjungpura University, 17 were obese, while 3 were preobese.The conclusion of this study is that, given the large number of athletes who are obese, a training program is needed to reduce body weight and achieve optimal performance.
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Integration Of Educational Technology And Local Wisdom In Enhancing Students' Digital Cultural Literacy
Globalization and technological disruption create a critical gap between digital advancement and the erosion of local cultural identity. This research aims to synthesize a strategic model for integrating digital technology and local wisdom to cohesively strengthen students' digital cultural literacy, extending beyond technical capabilities to the ethical dimension. A qualitative descriptive Systematic Literature Review (SLR) was used to analyze 25 peer-reviewed journal articles published between 2020 and 2025. The thematic synthesis process focused on identifying application mechanisms (such as Digital Storytelling and Augmented Reality) and their pedagogical implications. The results show that effective integration is achieved when technology becomes a medium for cultural construction. This integration strategically impacts the cognitive, affective (motivation), and ethical dimensions (application of local values like Siri’ na Pacce). The main contribution of the study is the formulation of the Three-Pillar Model of Digital Cultural Literacy, which integrates knowledge, skills, and character as a practical framework required for achieving 8 graduate profiles. Despite infrastructure and teacher capacity challenges, opportunities are supported by education innovation policies oriented toward character strengthening. Reflectively, it is concluded that EdTech is an instrument of amplification that must be guided by local wisdom as a digital moral compass. The Three-Pillar Model offers structural guidance for stakeholders to design culturally responsive digital learning environments.
cultural literacy; digital technology; educational innovation; local wisdom; technology integration.
Improving Science Learning Outcomes through Implementation of Problem Based Learning Model
Study This aim increase results students' science learning class III through Application of the Problem Based Learning (PBL) model. Research held at SD Negeri 15 Sadaniang in the odd semester year 2024/2025 academic year with involving four student as subject. Background study This is low understanding material and lack of involvement student consequence learning previously which is still teacher- centered. The method used is Classroom Action Research (CAR) that was implemented in two cycles, each through stage planning, implementation, observation, and reflection. Research results show improvement completeness Study from pre-cycle 0% to 75% in cycle I and reached 100% in cycle II. Findings This show that effective implementation of PBL in increase results learn and encourage participation active student in science learning.
Variations of Greetings in Gender-Based Scincare Live Commerce on TikTok
Variations in greetings can change and shift. This study aims to describe the form, factors, and functions of greetings based on gender perspectives in skin care product promotion content on TikTok. This study uses a qualitative descriptive approach and corpus linguistics. The data in this study is the speech of skincare product sellers sourced from the TikTok accounts of KAHF and L'Oreal Paris Indonesia within one month. Specifically, the amount of male speaker speech data sourced from the KAHF TikTok account amounted to 5 live content, and male speaker speech data sourced from the L'Oreal Paris Indonesia TikTok account amounted to 5 live content. The data is processed using the AntConc 4.2.4 software. There are three main findings in this study. First, this study shows that men use more greetings in the form of pronouns. The difference is that men from the KAHF TikTok account tend to use gender-based variations of greetings, such as bro. Meanwhile, men from the L'Oreal Paris Indonesia TikTok account tend to use unisex greetings, such as friends. Second, the variety of greetings is influenced by various factors, such as: (1) the type of skincare product, (2) the limited identification of speech partners, (3) politeness and familiarity efforts, and (4) technological advances and language contact. Finally, the function of using greetings is to: (1) familiarize or build emotional relationships, (2) respect, and (3) identification of speech partners. Practical implications of this study suggest that the findings can serve as a guide for marketers in selecting greeting variations (gender-specific or neutral) that align with product identity and target audiences in TikTok live commerce, in order to build emotional connections and enhance promotional effectiveness. Academically, this study enriches the fields of sociolinguistics and language and gender by uncovering new forms of address in digital contexts, while demonstrating the relevance of the corpus linguistics approach for analyzing language variation on social media platforms.
Improving Mathematics Learning Outcomes through Think-Pair-Share in Grade IV SDN 09 West Pontianak District
This study was motivated by low mathematics learning outcomes among fourth-grade students at SD Negeri 09 West Pontianak, as indicated by summative assessment results that were below the Minimum Mastery Criteria (KKTP). Low achievement was influenced by weak learning motivation and students’ passive participation during mathematics learning activities. This Classroom Action Research aimed to improve students’ mathematics learning outcomes through the application of the cooperative learning model Think–Pair–Share (TPS). The study consisted of two cycles following Kurt Lewin’s model: planning, acting, observing, and reflecting. The research subjects consisted of 38 students from Class IV B. Data were collected through test results and observation sheets, and then analyzed both quantitatively and qualitatively. The findings show that learning completeness increased from 38% in the pre-cycle to 42% in cycle I and 79% in cycle II. Students’ learning motivation also increased from 58% in the pre-cycle to 64.29% in cycle I and 88.57% in cycle II. These results indicate that the Think–Pair–Share model effectively improves learning achievement and motivation in mathematics.
Pedagogical Innovations of Vocational Teachers in Border Areas: A Case Study of SMK N 1 Entikong, Indonesia
SMK Negeri 1 Entikong, located in the Indonesia–Malaysia border area, faces complex challenges such as policy disparities, limited practice infrastructure, and a lack of industrial partners. This study aims to explore the pedagogical innovations and strategies employed by teachers to maintain learning quality in a border-area vocational school. This qualitative case study was designed to document the strategies and pedagogical innovations developed by teachers in response to these constraints. Data were collected through in-depth interviews, observations, and document analyses involving six teachers from SMK Negeri 1 Entikong. The data were analyzed using reduction, display, and thematic conclusion-drawing techniques. The findings reveal that teachers developed contextual innovations through the use of digital media, community-based project learning, and local partnerships. The study concludes that teacher resilience and creativity serve as critical factors in sustaining educational quality, making these practices a viable model for vocational education development in 3T (frontier, outermost, and disadvantaged) regions. The implications of the study highlight the importance of strengthening teachers’ capacity in adaptive learning design, providing flexible policy support, and expanding cross-sector partnership networks to ensure the sustainability of educational innovations in border-area schools. These findings can serve as a foundation for designing competency improvement programs based on local needs and establishing a vocational ecosystem that is more responsive to the conditions of 3T regions.
The Use of Comic Strip Media to Improve Creative Thinking Skills in Elementary School Students: Classroom Implementation
This research attempts to enhance the capacity of students to think creatively by using comic strip media in the classroom. Based on the baseline test results, only 30.77% of Grade VIB students at SDN 05 Pontianak Timur met the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP, or Learning Objectives Achievement Criteria), indicating low levels of creative thinking ability. This study used a Classroom Action Research (CAR) design with 26 students participating in two cycles of two meetings each. Data were gathered using observation, tests, interviews, and daily notes, and analyzed descriptively through both quantitative and qualitative approaches. The findings revealed an improvement in students’ creative thinking ability, with the average score increasing from 67.49 in the first cycle to 85.92 in the second cycle. The percentage of students achieving mastery also rose from 42.31%–46.15% in the first cycle to 84.61%–100% in the second cycle. These results indicate that the use of comic strip media significantly enhances students’ creative thinking skills. Comic strip media fosters a more enjoyable, practical, and meaningful learning experience, effectively promoting originality, flexibility, and the ability to produce creative works. The implication of this study is that comic strips can be used as an innovative alternative to improve learning quality and enhance creative thinking skills.