Tsaqila | Jurnal Pendidikan dan Teknologi

Development of Deep Learning-Based Ethnomathematics E-LKPD to Improve Mathematical Creative Thinking

Fitriyani, Kusno — Tue, 14 Jul 2026 00:00:00 +0700

This study focuses on the development of ethnomathematics-based E-LKPD integrated with a deep learning approach as an effort to improve the mathematical creative thinking ability of ninth-grade students in the topic of transformation geometry. This study used a development method (R&D) with a 4D model which includes the stages of defining, designing, developing, and disseminating. The subjects of the study were ninth-grade students consisting of 17 students in the experimental class and 18 students in the control class at SMP Boarding School Putra Harapan Purwokerto. Data collection in this study was carried out using validation sheets from experts, student response questionnaires, as well as tests of mathematical creative thinking ability in the form of open-ended questions. The developed E-LKPD product was assessed to meet the criteria of being very valid and showed a very good level of practicality. The effectiveness analysis results indicate that the mathematical creative thinking ability of students in the experimental class differs significantly compared to the control class, with an effect size value falling into the medium category. The developed E-LKPD product shows feasibility for use as innovative teaching material that can strengthen meaningful learning and encourage the improvement of students' mathematical creative thinking abilities.

Transformation Of Nutritional Literacy Culture In Deep Learning Of Students With Hearing Impairment Through Demonstration Video Media

Devira Putri Giana, Reza Akbar Fauzan, She Fira Azka Arifin — Tue, 14 Jul 2026 00:00:00 +0700

Students with hearing impairment in Special Schools (SLB) face limited access to accessible nutritional information media, making them vulnerable to Ultra-Processed Food (UPF) consumption patterns in their daily school meals. This study aims to examine the effectiveness of demonstration video media in transforming nutritional literacy culture and reducing UPF consumption among students with hearing impairment using a Deep Learning approach. The method used was Mixed Methods Research with an Explanatory Sequential design, combining Action Research and Case Study. Research subjects were 6 hearing-impaired seventh-grade students at SLB Aisyiyah Tulangan, Sidoarjo. Data were collected through a Visual Nutritional Literacy Test (pre-post test), a 14-day Daily Food Audit, and parent interviews based on the 8 Graduate Profile Dimensions. Results showed an increase in nutritional literacy scores from an average of 3.2 to 7.1 (scale of 8), and a shift in school meals from UPF dominance (100%) to green vegetable-based meals (83%) following a two-week intervention. Qualitative analysis revealed the emergence of agency, critical thinking, and triadic teacher-student-parent collaboration as manifestations of Deep Learning. Demonstration video media proved effective as a cognitive bridge in facilitating sustainable nutritional behavior transformation among students with hearing impairment.

Integration of Augmented Reality Technology in Problem-Based Learning Models on Students' Critical Thinking Skills

Eva Julyanti, Nurlina Ariani Hrp, Laili Habibah Pasaribu — Tue, 14 Jul 2026 00:00:00 +0700

This study aims to analyze the influence of the integration of Augmented Reality (AR) technology in the Problem Based Learning model on students' critical thinking skills in integer material. This study uses a quantitative approach with a quasi-experimental method through a non-equivalent control group pretest-posttest design. The research population was all 60 students of class VII of MTs Amalianur. The research sample consisted of class VII-A with 30 students as the experimental class and class VII-B with 30 students as the control class. The data collection technique was carried out through a critical thinking ability test using descriptive essay questions given at the pretest and posttest stages. Data analysis was carried out through normality tests, homogeneity tests, and hypothesis tests using independent sample t-tests. The results of the study showed that the average posttest score of students increased compared to the pretest score, namely from 18.23 to 76.42. The results of the hypothesis testing show that the integration of Augmented Reality technology in the Problem Based Learning model has a positive influence on students' critical thinking skills. Thus, the use of Augmented Reality technology can be an effective learning innovation in supporting the development of students' critical thinking skills in mathematics learning.

Development Of A Diagnostic Instrument Based On Teaching At The Right Level For Assessing Elementary School Students' Reading Ability

Tue, 14 Jul 2026 00:00:00 +0700

This study aims to develop a diagnostic instrument for reading ability based on Teaching at the Right Level (TaRL) to map the reading abilities of primary school pupils according to their proficiency levels. The development of this instrument was prompted by the limitations of existing reading assessments, which remain general in nature and are therefore unable to identify variations in pupils’ reading abilities as a basis for designing differentiated learning. This study employed the Research and Development (R&D) method, adapting the Borg and Gall model up to the limited pilot test stage, which involved 38 pupils in Years 1 and 2 of primary school. Research data were obtained through validation by linguists, TaRL assessment experts and education practitioners, pupil response questionnaires, and the results of reading ability mapping, and were subsequently analysed using descriptive statistics. The novelty of this research lies in the development of a diagnostic instrument designed based on reading ability levels within the TaRL approach, which has undergone a process of validation and practical testing prior to implementation. The research findings indicate that the instrument meets the validity criteria, is highly practical, and is capable of systematically mapping pupils’ reading abilities from beginner level to paragraph level. These findings suggest that the instrument developed is suitable for use as a diagnostic assessment tool to support the identification of reading abilities and to form the basis for the design of differentiated learning tailored to the learning needs of primary school pupils.

Development of Augmented Reality (AR) Learning Application Integrated with Bima’s Local Culture to Enhance Students' Critical Thinking Skills

Muhammad Salahuddin, Nursidrati, Nur Islamiati, Lisda Ramdhani — Tue, 14 Jul 2026 00:00:00 +0700

This research aims to develop an Augmented Reality (AR) learning application integrated with Bima's local culture to enhance students' critical thinking skills in geometry lessons at SMPN 3 Woha. The main issues addressed include low digital literacy among teachers and students, as well as limited exposure to local cultural elements—such as uma lengge, sigi raja pertama, uma panggung, and asi mbojo—in mathematics education.The study tackles challenges like inadequate digital skills and the need to preserve Bima's cultural heritage through relevant educational content. The research employed a Research and Development (R&D) model using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). It involved 40 students as subjects, with data collected via Likert-scale questionnaires, observations, interviews, and pre-post critical thinking tests. Data analysis combined qualitative and quantitative (mixed) methods. The AR application was rated highly valid (scores of 4.6-4.7 by experts), practical (scores of 3.9-4.1 from students), and effective, with critical thinking scores improving from 62.5 to 77.5 (a 24% increase). Local culture integration boosted student engagement and conceptual understanding. The AR application integrated with Bima's local culture proved effective as an innovative learning medium, supporting critical thinking development and cultural preservation.

Reinforcing Students’ Character through Al-Islam and Muhammadiyah Education: A Study of Muhammadiyah Elementary Schools in Medan

Nursakinah, Dewi Juni Artha, Mutia Febriyana — Thu, 16 Jul 2026 00:00:00 +0700

This study aims to optimize Al-Islam and Muhammadiyah Education (AIK) in strengthening students’ character values at Muhammadiyah Elementary School in Medan City. AIK education plays a strategic role in shaping students’ character in accordance with Islamic values and the Muhammadiyah philosophy, such as integrity, responsibility, independence, and social awareness. This study employs a field research method using a phenomenological approach. Data collection techniques include observation, interviews, document analysis, and documentation. The results indicate that the implementation of structured and relevant AIK education can enhance students’ understanding of Islamic values and foster positive character traits in their daily lives. Optimizing Al-Islam and Kemuhammadiyahan education as an effort to strengthen the character values of students at Muhammadiyah Elementary Schools in the city of Medan has been carried out through various integrations of Al-Islam and Kemuhammadiyahan education, including in the curriculum and learning designed through 1) Al-Islam and Kemuhammadiyahan Subjects (Aqidah, Akhlak, Fiqh, Al-Qur’an, Hadith, and Islamic History as well as the Struggle of Muhammadiyah), 2) Integration of AIK into General Subjects (Mathematics, Science, and Indonesian Language), and 3) Tahfidzh and Tilawah Learning (programs for memorizing and understanding the Qur’an with memorization targets appropriate for lower and upper grade levels). Furthermore, religious activities at school include: 1) Congregational Dhuha and Dhuhr prayers at school, 2) Morning Quran Recitation (students read the Quran together before starting lessons), 3) Ramadan Intensive Islamic Boarding School (a special program during Ramadan to deepen religious knowledge and character education based on Islam and Muhammadiyah principles), and 4) Commemoration of Major Islamic Holidays (activities for the Prophet’s Birthday, Isra’ Mi’raj, the Islamic New Year, and Ramadan with various educational activities). Furthermore, the cultivation of Islamic character is achieved through 1) instilling Islamic etiquette in daily life, 2) the 5S Culture to encourage students to behave courteously, respect teachers and peers, and maintain proper conduct in social interactions, and 3) the ISHA Movement (Infaq and Shadaqah) through activities such as Friday Blessings, Class Infaq, and Social Service. Moreover, the methods employed to optimize Islamic and Muhammadiyah Education at the Muhammadiyah Elementary School in Medan include AIK extracurricular activities such as 1) Tapak Suci, a Muhammadiyah-specific martial art that teaches discipline and resilience, 2) Islamic competitions such as Quran memorization contests, AIK quizzes, calligraphy, and Islamic speeches, 3) Worship Practice, Training, and Cadre Development to foster a spirit of organization from an early age through the Muhammadiyah Student Association (IPM) at the elementary school level.

Identification And Analysis Of The Needs For The Development Of Integrated Ipas Learning Management Approach Mindful, Meaningful, Joyful Learning With Ict Multimedia In Elementary Schools Of Tuban Regency

Dumiyati, Djoko Apriono, Agus Wardhono; Novia Hardiyanti , Sri Handayani — Thu, 16 Jul 2026 00:00:00 +0700

This study identifies and analyses the needs for developing IPAS (Natural and Social Sciences) learning management that integrates the Mindful, Meaningful, and Joyful Learning (MMJ Learning) approach with ICT multimedia in elementary schools in Tuban Regency. Although previous studies have examined ICT integration, school-based mindfulness, and meaningful or joyful learning separately, few have addressed how these three dimensions can be managed together within a single, technology-supported instructional design for primary science; this study addresses that gap. A mixed-methods design was used, combining descriptive quantitative analysis of teacher and student questionnaires with thematic analysis of interviews, observations, and documents across six schools (12 teachers and 60 students). The central finding is a persistent gap between the readiness of ICT facilities and teachers’ pedagogical capacity to integrate them: school facilities are largely adequate, yet teachers’ ability to integrate ICT into learning remains only moderate, and the available teaching tools rarely accommodate the mindful dimension. Students, in turn, strongly prefer visual, interactive, and experiential learning over text. The study’s main contribution is an evidence-based, three-component development framework resources, MMJ-multimedia learning design, and collaboration creativity outcomes that reframes the problem from device provision to learning management. Accordingly, it recommends developing modular ICT multimedia that embeds reflective (mindful), contextual (meaningful), and enjoyable (joyful) activity flows, supported by explicit time-management and collaboration scaffolds.

Enhancing High School Students’ Collaboration Skills and Learning Outcomes through PhET Simulation Based E-Worksheets in Sound Wave Topic

Mawarni Saputri, Nurulwati, Asmaul Husna — Thu, 16 Jul 2026 00:00:00 +0700

This study was motivated by the low level of students' collaboration skills and physics learning outcomes and by the limited use of digital learning media that simultaneously promote both competencies. Therefore, this study aimed to examine the effect of PhET Simulation-based E-Worksheets on the collaboration skills and physics learning outcomes of eleventh-grade students at SMA Negeri 8 Banda Aceh. A quantitative approach employing a quasi-experimental pretest-posttest control group design was used. Two purposively selected classes participated as the experimental and control groups. Data were collected using pretest-posttest achievement tests, collaboration skills observation sheets, and student response questionnaires. The data were analyzed using descriptive statistics and an independent samples t-test. The results showed that students in the experimental class demonstrated higher collaboration skills than those in the control class. In addition, the experimental class achieved a higher mean physics learning outcome score (M = 76.66) than the control class (M = 65.00). The independent samples t-test indicated a significant difference between the two groups (t_count = 2.37 > t_table = 1.99), confirming that the use of PhET Simulation-based E-Worksheets significantly improved students' physics learning outcomes. These findings provide empirical evidence that integrating PhET Simulation with E-Worksheets not only enhances students' conceptual understanding of physics but also supports the development of collaboration skills, thereby offering an effective instructional strategy for twenty-first-century physics learning.

Contextualized Education and Mother Tongue-Based Multilingual Instruction in Indonesian Indigenous Communities: A Systematic Literature Review

Selviana Haenkanes Turot, Asep Herry Hernawan, Budi Setiawan — Thu, 16 Jul 2026 00:00:00 +0700

Indonesia's multilingual complexity, comprising over 700 regional languages, contrasts sharply with the monolingual bias prevalent in formal primary education. While existing literature explores bilingual classroom dynamics, it often overlooks the systemic friction between national policy and localized implementation. This systematic literature review synthesizes 59 peer-reviewed studies to map how rural and indigenous schools negotiate this pedagogical environment. The findings reveal a structural bifurcation, where remote regions utilize mother tongues for cognitive survival, whereas western regions emphasize cultural preservation. Critically, the analysis identifies widespread organizational decoupling, wherein progressive decentralization policies are undermined by centralized, monolingual assessment metrics. To address this, the study introduces the Multi-Level Ecological-Contextual Model, an evidence-based conceptual blueprint designed to synchronize macro-policy, meso-community, and micro-classroom dimensions. While this framework requires subsequent empirical validation, it provides a novel systemic roadmap for institutionalizing linguistic equity. This review contributes a rigorous mapping of policy-practice decoupling, demonstrating that mother tongue instruction is a fundamental cognitive right rather than a cultural luxury, and establishes a foundation for restructuring primary education toward additive, resource-oriented multilingual frameworks.

Usability Analysis of Anggavision Website as an Independent Learning Media for Videography Community

Angga Gumilang, Febri Liantoni — Thu, 16 Jul 2026 00:00:00 +0700

This study aims to measure and analyze the usability level of the Anggavision Website as an independent learning media for members of a videography community. The novelty of this research lies in evaluating the system usability of an independent learning platform specifically designed to support an extracurricular videography community, shifting the focus from measuring pedagogical learning outcomes in standard classroom settings to assessing UI/UX feasibility for novice students. A descriptive quantitative approach was employed. Initially, all 46 active members of the SMP Baitul Muttaqin Videography Community were involved through saturated sampling. To maintain data integrity and mitigate response bias, a strict data screening process was applied to eliminate 8 anomalous entries such as central tendency bias and straight lining resulting in 38 valid respondents. Data were collected using the standardized System Usability Scale (SUS) questionnaire, which had passed validation by media and material experts, and analyzed using the standard SUS calculation algorithm. The results showed that the Anggavision Website obtained an overall average SUS score of 73.35. Practically, this score signifies that the website possesses a solid ergonomic quality (Grade B) and highly intuitive navigation (Good), which successfully minimizes the cognitive load for beginner users. In conclusion, the Anggavision Website is proven to be highly usable, user friendly, and acceptable as a digital repository platform for extracurricular videography communities, without claiming pedagogical learning effectiveness.

Emerging Trends of Artificial Intelligence in Education (2021–2026): A Bibliometric Analysis of Curriculum and Vocational Education Transformation

Amy Theresia Sipayung, Rusman, Ahmad Fajar Fadlillah — Thu, 16 Jul 2026 00:00:00 +0700

Artificial intelligence (AI) increasingly reshaped educational practices, prompting growing scholarly inquiry into its pedagogical, curricular, and environmental implications. However, existing bibliometric reviews of Artificial Intelligence in Education (AIED) predominantly predated the generative AI inflection point and rarely disaggregated vocational education as a distinct theme. This study examined the intellectual structure and thematic evolution of AIED research published between 2021 and 2026, focusing on how curriculum development and vocational education transformation were represented within the field. Bibliographic data were retrieved from Scopus using the query "Artificial Intelligence" AND "Education" across title, abstract, and keyword fields, yielding 420 initial records. Following a four-stage Identification-Screening-Eligibility-Inclusion process, 107 peer-reviewed journal articles were retained. Publication output rose from five articles annually in 2021-2022 to 55 in 2025, with 83.2% of the dataset concentrated in 2023-2025, confirming a measurable post-generative AI acceleration. Arts and Humanities (45.0%) and Social Sciences (35.0%) dominated the disciplinary distribution, while China and the United States jointly led geographical output. Keyword co-occurrence mapping identified four clusters, with vocational education and training co-anchoring a cluster alongside deep and reinforcement learning, indicating an established rather than emergent research domain. This study offered the first structured mapping of vocational education's position within the post-2023 AIED landscape, informing curriculum developers, researchers, and policymakers.

Analysis of RGTK Utilization in Optimizing Elementary School Teacher Performance in West Pontianak

Ari Kusdiyanto, Martono, Dede Suratman, Kurnia Ningsih, Eva Faja Ripanti — Thu, 16 Jul 2026 00:00:00 +0700

This study aims to analyze the utilization of the Independent Training feature in the Teachers and Education Personnel Space (RGTK) in optimizing the performance of elementary school teachers in West Pontianak. The study used a qualitative approach with a descriptive design. Data were collected through participant observation, semi-structured interviews, and documentation with teachers, principals, and officials from the Education Office. Data analysis was conducted using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawing. The results show that the utilization of RGTK is still suboptimal and tends to be administrative, with external motivations dominating the platform's use. Inhibiting factors include time constraints, low intrinsic motivation, and a lack of mentoring and institutional support. The role of principals and the Education Office has not fully supported the optimization of RGTK's sustainable use. Nevertheless, RGTK has the potential to improve teacher performance, especially in the aspect of lesson planning, but its implementation remains inconsistent. This study confirms that optimizing digital platforms for teacher professional development requires systemic support, reflective leadership, and strengthening a culture of independent learning.

Development of AVooks (Audio-Visual Books) Based on the Flipped Classroom Model to Enhance Learning Independence and Self-Efficacy among Students with Physical Disabilities

Sat, 18 Jul 2026 00:00:00 +0700

This study aimed to develop and evaluate the effectiveness of AVooks (Audio-Visual Books) based on the flipped classroom model in enhancing the learning independence and self-efficacy of university students with physical disabilities in the Multimedia Mathematics Learning course. AVooks is an accessibility-oriented learning medium that integrates text, audio narration, visual tutorials, and interactive navigation within a Learning Management System (LMS), enabling students to learn independently according to their individual learning pace and physical conditions. This study employed a Research and Development (R&D) approach using the ADDIE model. The participants were two university students with physical disabilities characterized by upper- and lower-limb deformities who were able to walk independently without using wheelchairs or other mobility aids. Data were collected using validated learning independence and self-efficacy questionnaires administered over seven learning sessions and analyzed using descriptive analysis, Achievement Percentage, and Normalized Gain (N-Gain). Expert validation indicated that AVooks was highly feasible for implementation, with an average score of 3.56. The results showed that the Achievement Percentage of learning independence increased from 45.00% to 91.60%, with an N-Gain score of 0.85 (high category). Likewise, the Achievement Percentage of self-efficacy increased from 41.60% to 93.40%, with an N-Gain score of 0.89 (high category). These findings indicate that integrating AVooks with the flipped classroom model provides an accessible and adaptive learning environment that effectively promotes learning independence and strengthens students' confidence in completing academic tasks. This study contributes to the advancement of inclusive higher education by demonstrating the potential of accessibility-oriented digital learning media to support university students with physical disabilities.

Pantun-Based Cognitive Activation And Local Inquiry: Enhancing Mathematical Critical Thinking Through Bilah Panai Cultural Practices

Endi Zunaedy Pasaribu, Mesra Wati Ritonga, Zul Amry, Edy Surya — Sat, 18 Jul 2026 00:00:00 +0700

Mathematical critical thinking is a fundamental competency in mathematics education; however, instructional practices often provide limited opportunities for students to engage in reasoning, inquiry, and reflective thinking. While ethnomathematics has been increasingly integrated into mathematics learning, most studies emphasize cultural artifacts as contextual resources rather than cultural practices as mechanisms of thinking. This study explores the role of Bilah Panai cultural practices, namely pantun and merisik/telangkai, in enhancing students’ mathematical critical thinking skills. Pantun was implemented as a cognitive activation strategy to stimulate prior knowledge and interpretation, whereas merisik/telangkai was adapted as a local inquiry process that encouraged investigation, discussion, argumentation, and collaborative problem solving. The study involved Grade 10 students participating in mathematics learning activities grounded in Bilah Panai cultural practices. Data were collected through classroom observations, students’ mathematical critical thinking assessments, and learning activity documentation. The findings indicate that pantun supported students in identifying mathematical ideas and constructing initial interpretations, while merisik/telangkai facilitated reasoning, analysis, and problem-solving processes. These cultural practices created meaningful learning experiences and promoted active engagement in mathematical inquiry. The study highlights the potential of local cultural practices to function not merely as learning contexts but as cognitive and inquiry mechanisms that support the development of mathematical critical thinking. This finding contributes to the advancement of ethnomathematics and culturally responsive mathematics education. Quantitative findings showed an improvement in students’ mathematical critical thinking scores from a mean pretest score of 58.60 to a mean posttest score of 88.20, yielding a high normalized gain score (g = 0.715).

Keywords: Mathematical Critical Thinking; Ethnomathematics; Bilah Panai Culture; Pantun; Local Inquiry; Culturally Responsive Mathematics Education.