Indonesian Journal of Educational Development (IJED)

Teaching factory-based video learning to enhance vocational hospitality skills

Endra Gunawan, Urip Sulistiyo, Sofyan, Erisa Kurniati — Mon, 17 Aug 2026 00:00:00 +0000

The persistent mismatch between school-based instruction and industry-required competencies remains a critical challenge in vocational hospitality education, particularly in integrating cognitive mastery with professional soft skills. Existing studies predominantly emphasize technical skill acquisition, leaving a research gap in the development of integrated multimedia-based Teaching Factory (Tefa) models that simultaneously enhance knowledge and behavioral competencies. This study aims to develop and rigorously evaluate a Tefa-based video learning model to address this gap. Employing a Research and Development (R&D) design based on the Alessi and Trollip model, the study involved vocational students in hospitality programs (Class XI PH1 and PH3). Data were collected using expert validation instruments, student usability questionnaires, soft skills observation sheets, and pretest–posttest assessments. Data analysis combined descriptive statistics, gain score analysis, and effect size estimation to ensure robust evaluation. The findings demonstrate high validity (media: 96.25%; material: 98%) and strong practicality (student response >90%; teacher response: 92.6%). Learning outcomes improved significantly (PH1: 5.55→6.55; PH3: 6.32→8.14), with effect sizes of 0.44 (moderate) and 0.80 (large). Notably, the model also enhanced students’ communication and service-oriented soft skills through behavioral modeling. This study contributes a scalable, industry-aligned instructional model that effectively bridges the theory-practice divide in vocational education.

ViLabS: Deep learning AI and computer vision-based smart website for improving basic laboratory techniques

Muhammad Farhan Ivan Phalosa, Rusly Hidayah, Muhammad Zainur Rifai — Mon, 17 Aug 2026 00:00:00 +0000

To address excessive cognitive load and the lack of subject-based psychomotor evaluation in chemistry education, this study evaluates ViLabS, a deep-learning and computer vision website, for improving students' cognitive and psychomotor abilities. Using an explanatory sequential mixed-methods design, a quasi-experimental study involved 40 Grade X students selected via purposive sampling. Data were collected through cognitive tests, AI system logs, video-observation rubrics, and practicality questionnaires, followed by in-depth interviews. Results revealed ViLabS is highly feasible and practical (>92%). Cognitively, the experimental group achieved a significantly higher N-Gain (0.71) than the control (0.41) (p<0.05). Autonomously monitored psychomotor accuracy also significantly outperformed classical manual demonstrations (p<0.05). Thematic analysis confirmed the AI's instant corrective feedback minimized cognitive load and fostered precise muscle memory. Despite technical constraints such as internet and lighting dependency, ViLabS shows strong efficacy in accelerating theoretical understanding and kinesthetic proficiency. Future research should expand datasets and develop offline mobile applications. Ultimately, this study contributes a proactive, multimodal AI framework that advances the paradigm of AI-assisted laboratory learning.

Comparative effectiveness of STEAM and CTL using MUSI board for cognitive understanding

Choirul Hadiyati, Achmad Buchori, Joko Siswanto — Mon, 17 Aug 2026 00:00:00 +0000

Elementary students continue to struggle to understand Least Common Multiple (LCM) and Greatest Common Factor (GCF), highlighting the need for more effective instructional approaches that promote conceptual understanding. Although Science, Technology, Engineering, Arts, and Mathematics (STEAM) and Contextual Teaching and Learning (CTL) have shown positive outcomes, direct comparisons with the same instructional medium remain limited. This study's novelty is the direct comparison of STEAM and CTL using the same manipulative instructional medium (MUSI Board), isolating instructional effects from learning media. Therefore, this study aimed to compare the effectiveness of STEAM and CTL using the MUSI Board to improve cognitive understanding of LCM and GCF. A quasi-experimental pretest–posttest non-equivalent group design involved 30 fifth-grade students assigned through matched-group sampling to STEAM (n = 15) and CTL (n = 15). Data were analyzed using t-tests, normalized gain (N-Gain), and Cohen's d. Both groups improved significantly (p < .001), but STEAM achieved higher learning gains (0.487 vs. 0.352) with a very large educational effect (Cohen's d = 1.975). Conceptually, the findings strengthen evidence on the comparative effectiveness of STEAM and CTL. Practically, MUSI Board-assisted STEAM is recommended for elementary mathematics, while future studies should examine broader topics using larger samples.

Bridging indigenous knowledge and science learning through the tutulena traditional game: A qualitative study

Ni Nyoman Rediani, Pande Made Dharma Sanjaya , Yustri — Mon, 17 Aug 2026 00:00:00 +0000

Traditional games are part of indigenous knowledge that has the potential to be a source of contextual learning; however, their use in learning Natural and Social Sciences (IPAS) remains limited. This study aims to explore the ethnoscience dimensions contained in the traditional game of Tutulena and analyze its relevance to science learning in elementary schools. The research used a qualitative approach with an ethnographic design involving 18 informants, consisting of traditional figures, cultural actors, elementary school teachers, the community, and students. Data were collected through participatory observation, in-depth interviews, documentation, and field notes, then analyzed using an interactive analysis model that includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the Tutulena game contains local knowledge that is reflected in the process of selecting materials, making tools, implementing the game, and using natural resources sustainably. The ethnoscience dimensions found include the concepts of plant diversity, material properties, elasticity, force, motion, energy changes, and ecosystems that are relevant to the learning outcomes of science and natural sciences. This study concludes that the Tutulena game has the potential to be an ethnoscience-based learning resource that connects local knowledge with scientific concepts, thus supporting contextual, meaningful, and culturally preservation-oriented science and natural science learning. It is recommended that educators integrate Tutulena and other indigenous traditional games into science learning and that future studies examine their effectiveness in improving students' conceptual understanding, critical thinking skills, and appreciation of local cultural heritage.

The effect of Wordwall gamification on students’ motivation and critical thinking in ratio material

Sri Margiyati, Dini Rakhmawati, Ngatmini — Mon, 17 Aug 2026 00:00:00 +0000

This study aims to examine the effect of Wordwall gamification on the learning motivation and critical thinking skills of sixth-grade elementary school students in ratio material. A quantitative quasi-experimental design with nonequivalent control group was used. The sample consisted of 50 students selected through purposive sampling, divided into experimental and control groups. Data were collected using a motivation questionnaire and HOTS-based critical thinking test, then analyzed using MANOVA. Results indicate that Wordwall significantly improves both learning motivation and critical thinking skills, both partially and simultaneously. Wordwall media showed a significant positive effect on both variables. For learning motivation, the significance value was p < 0.05 with an effect size of 84.9%. For critical thinking skills, the significance value was also p < 0.05 with an effect size of 64.7%. Pillai's Trace value = 0.864; F(2,47) = 149.672; p < 0.001. This means the combination of dependent variables differs significantly across classes. This finding suggests that Wordwall can serve as an effective, engaging, and practical alternative media to enhance mathematics learning quality in elementary schools.

The effect of STEAM-oriented wayground on motivation and problem-solving in elementary math

Ria Yuli Permatasari, Achmad Buchori, Ngatmini — Mon, 17 Aug 2026 00:00:00 +0000

The low learning motivation and problem-solving ability of elementary students remain significant challenges in Indonesian mathematics education. This study examines the effect of STEAM-oriented Wayground media on both variables among fourth-grade students on the flat shapes topic. A quantitative quasi-experimental pretest-posttest control group design was employed. The sample consisted of 46 students selected using purposive sampling, divided into an experimental group (n=26) receiving STEAM-oriented Wayground instruction and a control group (n=20) receiving conventional instruction. Instruments included an ARCS-based motivation questionnaire (16 items) and a Polya-based problem-solving test (20 items), both validated and reliable (Cronbach's Alpha 0.86 and 0.89). Data were analyzed using independent t-test and MANOVA. Results showed a significant effect on learning motivation (t = 10.662; p < 0.001) and problem-solving ability (t = 12.894; p < 0.001) compared to conventional learning. MANOVA also indicated a significant simultaneous effect (F = 165.468; p < 0.001; η² = 0.885). The experimental group showed moderate to high improvement (N-Gain motivation = 0.53; N-Gain problem-solving = 0.64). This study recommends integrating interactive digital media with a multidisciplinary approach as an innovative learning alternative in areas with limited resources.

Development of ADDIE model-based busy book media to improve children's fine motor skills

Selvi Widiyana, Shofiyanti Nur Zuama, Hamzia Marie, Andi Agusniatih — Mon, 17 Aug 2026 00:00:00 +0000

Early childhood fine motor skills need early stimulation because they form the foundation for everyday academic and independent skills such as writing, buttoning, and tying ropes. Observations at North Palu State Kindergarten found that some children aged 5-6 years still have difficulty with activities that require hand-eye coordination, such as buttoning, opening zippers, and tying ropes. This condition shows the need for interesting learning media that aligns with children's characteristics to optimally stimulate fine motor development. This research aims to develop a suitable and effective Busy Book media in stimulating children's fine motor skills. The method used is Research and Development (R&D) with the ADDIE development model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects were 15 children in the B1 group of North Palu State Kindergarten, selected using purposive sampling based on the criteria of children aged 5-6 years and actively registered in class B1. Data collection used observation, interviews, documentation, expert validation questionnaires, and children's fine motor tests before and after media use. The results showed that the Busy Book media fell into the very feasible category based on validation by material and media experts, with an average percentage of 98.68%. The effectiveness test results showed that children's fine motor skills increased from an average score of 56.47 in the pretest to 87.05 in the posttest after using the Busy Book media. Thus, Busy Book media can serve as an effective alternative learning medium to support fine motor development in early childhood. This media can also serve as an alternative for PAUD teachers to provide interesting, interactive, and appropriate learning in accordance with the characteristics of child development.

Exploring joyful, mindful, and meaningful learning in Surakarta high school Geography education

Mon, 17 Aug 2026 00:00:00 +0000

Deep learning implementation in Indonesian education has encouraged the development of joyful, mindful, and meaningful learning experiences. However, previous studies have predominantly focused on policy discourse, teacher readiness, and general pedagogical transformation, while limited research has explored how these principles are experienced in geography classrooms from multiple educational perspectives. While previous studies have primarily focused on policy discourse and teacher readiness, limited research has examined how these principles are experienced in geography classrooms from multiple educational perspectives. Therefore, this study aimed to explore the implementation of joyful, mindful, and meaningful learning in geography education from the perspectives of teachers, vice principals for curriculum affairs, and students in public high schools in Surakarta, Indonesia. This study employed a qualitative exploratory design using purposive sampling. Participants included nine geography teachers, nine vice principals for curriculum affairs, and Phase F geography students from nine public high schools. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. The findings revealed that joyful learning was reflected through interactive and participatory classroom practices, mindful learning developed through reflective inquiry and critical geographic awareness, and meaningful learning emerged through contextual and authentic learning experiences related to students’ real-life environments. The study also found that these three principles were interconnected in supporting deeper and more student-centered geography learning. This study contributes to geography pedagogy by providing a multi-perspective understanding of deep learning implementation within the Merdeka Curriculum context in Indonesia. The findings offer practical insights for geography teachers and school leaders in designing more engaging, reflective, and contextually relevant learning experiences.

Implementing language politeness to strengthen students' character in elementary schools

Romadhoni Shiddiqi Hidayatullah, Irfai Fathurohman, Nur Fajrie, Sri Surachmi W — Mon, 17 Aug 2026 00:00:00 +0000

Politeness in language plays an important role in encouraging social behavior and character development in elementary school students. However, previous research has focused solely on the value of linguistic politeness from a linguistic perspective, without considering its contribution to character education. This research addresses this gap by analyzing how language politeness practices encourage character development in elementary school students and identifying strategies to strengthen character education. This case study research was conducted in three elementary schools in Jepara Regency, Central Java, Indonesia, with a sample of 5th-grade students, class teachers, and school principals. Researchers selected participants using purposive sampling based on their active involvement in language politeness and character education programs. Researchers collected data through classroom observations, semi-structured interviews, and document analysis using observation sheets, interview guides, and documentation checklists. The researchers analyzed the data using the interactive model from Miles, Huberman, and Saldaña, supported by open coding, thematic analysis, and triangulation to ensure reliability. The findings indicate that politeness in classroom interactions, teacher modeling, and daily communication practices can enhance students' discipline, respect, empathy, responsibility, and social awareness. The results offer a new perspective by showing that linguistic politeness serves as an integrated pedagogical strategy for character education, not just linguistic competence. The findings also offer practical implications for teachers and school leaders in designing classroom practices that foster positive communication and character values.

Cultivating teacher resilience: The impact of transformational leadership and collaborative school culture amidst curriculum innovation

Hidayatun Nur, Gunawan Setiadi, Ahmad Hariyadi, Hisbulloh Als Mustofa — Mon, 17 Aug 2026 00:00:00 +0000

Indonesia's Merdeka Curriculum introduces significant challenges for educators, making their professional well-being vital to successful educational reform. This study examines how principal leadership style and organizational culture impact primary school teachers' job satisfaction during this transition. This study employed a quantitative explanatory survey design. From a population of 123 certified civil-servant primary school teachers in Kudus Regency, a sample of 93 respondents was determined using the Slovin formula (5% margin of error) and selected through proportional stratified sampling. Data were collected via a closed-ended, five-point Likert-scale questionnaire (58 items) administered online, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Findings reveal both variables positively and significantly influence job satisfaction (R² = 0.541). Notably, organizational culture emerged as a stronger predictor (f² = 0.224) than leadership style (f² = 0.156), suggesting that shared collective values and peer collaboration foster critical emotional resilience among teachers. Ultimately, these results indicate that educational authorities must cultivate inclusive organizational cultures and humanistic leadership to mitigate occupational stress and sustain educators' psychological well-being. It is therefore recommended that education authorities prioritize culture-strengthening programs alongside transformational leadership training for principals, while future research should adopt longitudinal designs and examine factors beyond this model, such as compensation, workload, and intrinsic motivation.

Academic ecosystem and change management effects on learning service quality in higher education

Reinhard Leonardo Paais, Nur Aedi — Mon, 17 Aug 2026 00:00:00 +0000

The increasing demand for high-quality learning services in higher education is often not matched by institutional readiness to develop supportive academic ecosystems and manage change effectively, creating a gap between student expectations and actual service quality. This study examines the effects of the academic ecosystem and change management on learning service quality at the postgraduate level in response to the growing expectation that universities function as service-oriented institutions. A quantitative survey was conducted involving all 95 postgraduate students enrolled in the Educational Administration Study Program, Faculty of Education, Universitas Pendidikan Indonesia. Given the relatively small population, a census sampling technique was employed, with all students included as respondents. Data were collected through questionnaires and analyzed using multiple linear regression after meeting the classical assumption tests. The results indicate that the academic ecosystem and change management have positive and significant effects on learning service quality, both simultaneously and partially, with a combined contribution of 49.9%. The academic ecosystem exerts a stronger influence (β = 0.479) than change management (β = 0.327). These findings suggest that strengthening academic ecosystems and implementing sustainable change management are essential for improving learning service quality and enhancing institutional competitiveness in higher education.

Measuring TPACK in context: Validating a cross-contextually fair instrument for Indonesian teachers

Uwes Anis Chaeruman, Suwarno, Santi Maudiarti, I Gde Wawan Sudatha — Wed, 20 May 2026 00:00:00 +0000

As technology integration has become increasingly central to contemporary education, the need for valid and contextually fair instruments for assessing teachers' Technological Pedagogical Content Knowledge (TPACK) has become more urgent. This study aimed to develop and comprehensively validate a TPACK self-assessment instrument for Indonesian in-service teachers. A total of 1,297 teachers selected through purposive and convenience sampling from diverse provinces, school levels, and geographic locations participated in the study. The 48-item instrument, distributed across seven TPACK dimensions (TK, CK, PK, PCK, TCK, TPK, and TPACK), employed a 4-point Likert scale. Psychometric evaluation followed a multistage approach: (a) construct validity via corrected item-total correlations, in which all items met the r ≥ .30 threshold (range: .57–.79); (b) internal consistency reliability using Cronbach's alpha, with all dimensions exceeding .70 (α = .78–.97); (c) exploratory factor analysis (EFA), which supported the theoretical factor structure (KMO = .968; Bartlett's χ² = 54,279.51, p < .001); (d) confirmatory factor analysis (CFA), which yielded marginal fit indices (CFI = .707; RMSEA = .107), suggesting the need for model refinement; and (e) differential item functioning (DIF) analysis, which revealed minimal gender-based bias but notable location-based DIF. Overall, the instrument demonstrated strong psychometric properties for measuring teachers' TPACK in the Indonesian context. The findings highlight the importance of refining TPACK instruments to ensure greater measurement fairness across diverse educational settings and support future teacher professional development initiatives.

Development and validation of multimedia-based learning product instruments: SEM and Rasch model approaches

Sofyan, Erisa Kurniati, I Wayan Widana, Sabariah, Mazni binti Muhammad — Wed, 20 May 2026 00:00:00 +0000

Despite the rapid expansion of multimedia-based learning in education, the availability of psychometrically validated evaluation instruments remains limited, underscoring the urgent need for reliable, standardized measurement tools. This study aims to develop and validate a multimedia-based learning product evaluation instrument that measures three main constructs: feasibility, practicality, and attractiveness. The study used an instrument development design with an integrated psychometric approach that combines classical measurement theory (Classical Test Theory), Structural Equation Modeling (SEM), and the Rasch Model. Content validity was assessed using expert judgment, as measured by Aiken's V coefficient and the Content Validity Ratio (CVR). Construct validity was tested through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural analysis was conducted to examine the relationships between constructs, and multi-group analysis (teachers and students) was conducted to test model invariance. Data were collected from 257 respondents, comprising 153 students and 104 teachers. The results showed that the instrument had high content validity (mean Aiken's V = 0.89), very high reliability (α = 0.93), and a good measurement model fit (CFI = 0.96; RMSEA = 0.054). Rasch analysis showed item reliability of 0.96, and no serious misfit was found. Multi-group analysis showed the model was invariant between teachers and students. Thus, this instrument meets modern psychometric standards and is suitable for use in evaluating multimedia-based learning products.

A rational decision-making learning model to enhance elementary students' environmental understanding

Galih Dani Septiyan Rahayu, Asep Kurnia Jayadinata, Jajang Bayu Kelana — Wed, 20 May 2026 00:00:00 +0000

Environmental literacy is a critical competency for elementary students, yet many pedagogical approaches lack structured frameworks connecting environmental issues to real-world decision-making. This study aimed to enhance students' environmental understanding through a rational decision-making learning model supported by interactive digital multimodal teaching materials based on socioscientific issues (SSI). A pre-experimental one-group pretest–posttest design was employed with 75 fifth-grade students in Cimahi City, West Java, selected through purposive sampling. Data were collected using a validated environmental understanding test that measured knowledge of causes, impacts, and solutions to environmental problems, and were then analyzed using Wilcoxon tests. Results showed a statistically significant improvement in students' environmental understanding. The model enabled students to think systematically by connecting causes, consequences, and solutions to environmental problems, while promoting critical reasoning and active engagement in learning. These findings suggest that integrating decision-making frameworks with multimodal SSI materials can effectively support environmental literacy in primary education. Future studies should apply this model across broader populations and examine its long-term impact on students' environmental attitudes and behavior. This study is limited to fifth-grade students in a single city; thus, its generalizability requires further investigation.

What predicts accounting prospective teachers' career choice? Evidence from the teaching internship program

Wed, 20 May 2026 00:00:00 +0000

Prospective teachers should participate in pedagogical competency programs and engage in teaching practice to become professional teachers. The urgency of this study lies in examining the factors that influence career choices and assessing the quality of future professional teachers. This study investigates the effects of career self-efficacy (SE) and career interest (CI) on career choice (CC), with career exploration (CE) as a mediator, during the teaching internship. The population was 675 accounting education students who participated in the teaching internship program. The study used a simple random sampling method, yielding 251 respondents. The questionnaire included the career decision-making career self-efficacy scale-short form (CDMSE-SF), career exploration survey (CES), and career choice. A quantitative approach using structural equation modeling (SEM) was employed in WarpPLS 5.0. The study results show a direct relationship between career self-efficacy, career interest, and career exploration on career choice. Career exploration at the teaching internship also mediates the relationship between career self-efficacy and career interest in teaching career choice. It indicates that teaching internship programs increase students' confidence, thereby strengthening their resolve to pursue a career as an accounting teacher. Future studies may also explore other variables such as outcome expectations and personal background factors.

EduVa: Prototyping and testing AI-powered interactive LMS with adaptive modules and assessments

Mon, 17 Aug 2026 00:00:00 +0000

The rapid integration of artificial intelligence (AI) in higher education has increased the demand for adaptive Learning Management Systems (LMS) capable of delivering personalized learning at scale. However, empirical studies covering the full lifecycle of designing, prototyping, and testing AI-powered LMS remain limited, particularly in developing regions. This study aimed to design, prototype, and test EduVa LMS (Education Virtual Assistant), an AI-powered interactive LMS with adaptive modules and AI-driven assessments, implemented across ten private universities in East Nusa Tenggara, Indonesia. A Design Science Research (DSR) approach integrated with the ADDIE model guided the development process. A total of 360 participants were involved, including experts, students, and lecturers. Validation results showed a Content Validity Index (CVI) of 0.80, confirming content validity. Usability testing using the System Usability Scale (SUS) yielded mean scores of 82.4 (students) and 85.8 (lecturers). Adaptive performance analysis indicated 82.1% assessment accuracy, 3.7 content adjustments per session, and an 87.9% completion rate. A strong correlation (r = 0.81, p < .01) was found between AI assessments and learning objectives. The findings demonstrate that the EduVa LMS is valid, usable, and effective for implementing adaptive learning.

Enhancing fifth-grade reading skills through RADEC and QuizWhizzer

Ardita Putri Chahyani , Nur Latifah — Wed, 20 May 2026 00:00:00 +0000

Reading ability remains a major issue in Indonesian primary schools, as reflected in students' low performance on global literacy assessments. This issue is frequently related to teacher-centered education and insufficient utilization of engaging digital learning resources. This study examines the effect of integrating the RADEC learning model with the QuizWhizzer platform on fifth-grade students' reading comprehension. The research population comprised fifth-grade children at SDN Tengah 07 Jakarta, and saturation sampling was used, with all students serving as research participants and separated into an experimental and control group. Pretests and posttests were administered using multiple-choice reading comprehension test instruments that included literal, inferential, critical, and creative features. Due to non-normal data distribution, the Wilcoxon signed-rank test was applied for analysis. The findings indicate improvement in both groups, with significantly greater gains in the experimental group. These findings demonstrate the usefulness of integrating structured learning models with interactive digital media in increasing engagement and understanding through active involvement and collaboration. Future research should investigate larger samples and longer implementation periods, as well as the incorporation of comparable digital platforms, to increase reading instruction in elementary school.

An analysis of elementary students' ecological literacy growth within science project-based learning

Sarah Fazilla, Yulia Santi, Annisaturrahmi — Wed, 20 May 2026 00:00:00 +0000

Ecological literacy is not only environmental knowledge but also a critical mindset that integrates science, ethics, and action. This mixed-method analysis analyzes the ecological literacy skills of PGMI students in the science course through project-based learning (PBL). Data were collected through tests, interviews, and observations, then analyzed quantitatively and qualitatively using a triangulation approach. Test results indicated strong performance on indicators of ecological knowledge, systematic thinking, ecological empathy, and critical-evaluative thinking, but only adequate performance on the action indicator. These findings align with the interviews and observations: the majority of prospective teachers possess good ecological knowledge, as evidenced by PjBL projects that use eco-friendly materials and demonstrate adequate critical thinking, yet concrete actions in the environment remain underdeveloped. The recommendations of this study are to strengthen community-based campus programs, such as environmental internships and collaborations with elementary schools, to implement concrete actions, so that ecological literacy has a tangible impact on the community and learning in elementary schools.

Effectiveness of Kahoot-assisted PBL on the rapid reading ability of SLB students in Nias

Wed, 20 May 2026 00:00:00 +0000

Speed-reading ability among students with special needs remains low, with most reading below the expected standard. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Kahoot in improving students' speed-reading ability. A quasi-experimental design with a pretest-posttest control group was employed. The population consisted of students from five special schools (SLB) in Nias Regency. A total of 97 students were selected using purposive sampling and divided into an experimental group (n = 49) and a control group (n = 48). Data were collected through reading speed tests, observation sheets, and student engagement questionnaires. The instruments were validated prior to use. Data were analyzed using PLS-SEM with SmartPLS 4.0. The results indicate that the PBL-Kahoot model significantly improves students' speed-reading ability. Student engagement plays a mediating role, and the model explains a substantial proportion of variance in reading performance. The intervention shows varying effectiveness across different types of special needs, with higher gains observed in certain groups. In conclusion, the integration of PBL and Kahoot effectively enhances speed reading ability through increased student engagement. It is recommended that teachers adopt technology-assisted, student-centered learning models and adapt them to students' specific needs.

Intellectual stimulation in transformational school leadership and teachers' self-efficacy

Fitri Yanti, Doni Subrata, Aubray Mariel Ariestho, Desi Surlitasari Dewi — Wed, 20 May 2026 00:00:00 +0000

This study examines intellectual stimulation in transformational school leadership and its relationship with teachers' self-efficacy. Although transformational leadership has been widely studied, limited research has examined intellectual stimulation as a distinct dimension and its contribution to teachers' self-efficacy, particularly in Indonesian public secondary schools. Grounded in transformational leadership theory and Bandura's self-efficacy framework, this study aimed to investigate that relationship and explain how such leadership is enacted in school practice. Employing a mixed-methods explanatory sequential design, quantitative data were collected from all 52 teachers through structured questionnaires that measured principals' intellectual stimulation and teachers' self-efficacy, using total sampling, and were analyzed using descriptive statistics and linear regression. Qualitative data were obtained through semi-structured interviews with 10 voluntarily selected teachers and were analyzed thematically. The quantitative findings indicate a significant positive relationship between principals' intellectual stimulation and teachers' self-efficacy. Qualitative results reveal that intellectual stimulation is manifested through encouragement to try new teaching methods, support during experimentation and failure, opportunities for professional dialogue, freedom to express alternative ideas, and the creation of psychological safety. The study concludes that intellectually stimulating leadership strengthens teachers' confidence, professional agency, and instructional improvement. These findings recommend that school principals foster psychologically safe and intellectually supportive environments to enhance teacher self-efficacy and sustainable school development.