Journal of Education and Teaching Learning

This study examines the direct and indirect effects of principals’ managerial competence and educational facilities on education quality in public elementary schools in Pandeglang Regency, Banten Province, Indonesia, with teacher job satisfaction as a mediating variable. A quantitative approach with an explanatory survey design was employed, involving 125 teachers from A-accredited public elementary schools. Data were collected using a closed-ended questionnaire with a five-point Likert scale that had been subjected to validity and reliability testing. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, supported by Microsoft Excel for preliminary data processing. The results indicated that all seven hypothesized relationships were statistically significant. Principals’ managerial competence and educational facilities had strong positive effects on teacher job satisfaction, while their direct effects on education quality were comparatively moderate. Teacher job satisfaction also had a positive effect on education quality and partially mediated the relationships between both principals’ managerial competence and education quality, and educational facilities and education quality. The model explained 90.1% of the variance in teacher job satisfaction and 88.3% of the variance in education quality. These findings suggest that improving education quality requires not only effective school leadership and adequate educational facilities but also strategies that enhance teachers’ job satisfaction. The study is limited by its cross-sectional design, its focus on A-accredited public elementary schools, and its coverage of a single regency, which may constrain the generalizability of the findings. This study contributes to the literature on elementary education management by highlighting teacher job satisfaction as an important mediating mechanism linking managerial competence and educational facilities to education quality. The findings provide practical implications for local education authorities, school principals, and policymakers in developing holistic, teacher-centered quality improvement strategies.

This study aims to explore and analyze in depth the formation of new social relations and the dynamics of interaction among students through the implementation of the Free Nutritious Meal Program at SMP Muhammadiyah Limbung. This policy not only impacts the fulfillment of students' nutritional needs and physical health, but also functions as a new social space (commensality policy) that alters the landscape of daily interaction within the school environment. This study utilized a qualitative method with an ethnographic approach. Data were collected through participant observation during lunch hours, in-depth interviews with students, teachers, and program managers, as well as documentation. The data were sociologically analyzed using domain, taxonomic, and cultural theme analysis techniques to map the shift in emerging social relation patterns. The results indicate that the school dining table transforms into a fluid and inclusive arena of social negotiation. First, the Free Nutritious Meal Program successfully diminishes socioeconomic divides (social stratification) among students due to the uniformity of consumption. Second, interactions at the dining table trigger the birth of "new social relations," characterized by the strengthening of organic solidarity, the growth of a sharing culture, and a decrease in the intensity of bullying due to increased informal communication among previously exclusive peer groups or cliques. Third, Islamic and Muhammadiyah values (such as dining etiquette and togetherness) are naturally internalized through this new habituation. This study concludes that school communal dining programs are not merely tools for nutritional fulfillment, but a strategic cultural space that is effective in building social cohesion and an inclusive character among students in faith-based educational institutions

This study aims to examine the effect of geometry flashcard learning media on elementary school students' understanding of basic three-dimensional geometry concepts at MIS Nurul Aflah. The study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of 30 third-grade students, divided into 15 students in the experimental group and 15 students in the control group, selected through purposive sampling. The research instruments included five essay test items that met the validity and reliability requirements, supported by observation sheets and documentation. The findings revealed that the experimental group's mean pretest score increased from 57.33 to 84.27 on the posttest, while the control group's mean score improved from 56.67 to 71.20. The normality test yielded significance values of 0.200, and 0.176, while the homogeneity test produced a significance value of 0.482, indicating that the data were normally distributed and homogeneous. Furthermore, the Independent Samples t-test resulted in a significance value of 0.001 (<0.05), indicating that the use of geometry flashcard learning media had a significant positive effect on students' understanding of basic three-dimensional geometry concepts..

This study aimed to describe and analyze students’ conceptual understanding based on APOS theory (Action, Process, Object, Schema) on the topic of the law of sines and cosines in Grade XI of SMA Negeri 1 Jayapura. A descriptive qualitative approach was used. Eight subjects were purposively selected from 35 students of Class XI-7 based on a written test, ensuring representation of two students at each APOS stage. Data were collected through a written test and Think aloud interviews conducted at two different times (TA 1 and TA 2), then analyzed using the Miles and Huberman interactive model and verified through time triangulation. The results showed that students’ conceptual understanding of the law of sines and cosines developed hierarchically across the four APOS stages. At the Action stage, students could only execute procedures mechanically without detecting errors. At the Process stage, students could explain steps sequentially and reverse procedures, but could not yet verify their own results independently. At the Object stage, students consciously integrated triangle properties into their solutions. At the Schema stage, students could connect the laws of sines and cosines with other trigonometric concepts and independently evaluate and select more appropriate approaches. Of the 35 students, the majority (77.1%) remained at the Action stage, indicating that instruction still emphasized procedural mastery over the formation of complete conceptual structures.

This study aims to describe the numeracy ability of tenth-grade students at SMA YPPK Teruna Bakti Jayapura in relation to their learning styles visual, auditory, and kinesthetic on the topic of Three-Variable Linear Equation Systems (SPLTV). A descriptive qualitative approach was employed. The research subjects consisted of three students selected through purposive sampling to represent each learning style. Data were collected through a learning-style questionnaire (VAK model), a written test based on SPLTV problems, semi-structured interviews, and documentation, with data validity ensured through technique and source triangulation. Data were analyzed through data reduction, data display, and conclusion drawing. The results showed that all three subjects were in the high numeracy category, with scores of 94 (visual), 90 (auditory), and 92 (kinesthetic). The visual-style subject excelled in representation and structured problem-solving steps; the auditory-style subject excelled in mathematization and verbal explanation but was weaker in written communication; while the kinesthetic-style subject was able to construct mathematical models well but needed to improve accuracy. Overall, the class numeracy distribution showed 43.48% of students in the high category, 13.04% in the medium category, and 43.48% in the low category. These findings indicate that learning style is not the only determinant of numeracy ability.

This study aims to identify the factors causing students' learning difficulties in History and to describe the teacher's role in helping tenth-grade students overcome these learning difficulties at MA Negeri Insan Cendekia Palu. This research employed a descriptive qualitative approach. The participants consisted of the History teacher and tenth-grade students. Data were collected through observation, interviews, and documentation, while the data were analyzed using data reduction, data presentation, conclusion drawing, and triangulation to ensure the validity of the research findings.The findings indicate that students' learning difficulties are influenced by both internal and external factors. Internal factors include low learning motivation, lack of interest in History, limited ability to remember learning materials, and decreased concentration during the learning process. Meanwhile, external factors include less varied teaching methods, ineffective learning schedules, and limited attention and support from the family environment. To overcome these learning difficulties, the teacher implemented several strategies, including providing motivation and positive reinforcement, applying various instructional methods such as Inquiry-Based Learning and Problem-Based Learning, providing additional learning notes, conducting classroom discussions and question-and-answer sessions, and offering individual guidance to students experiencing learning difficulties. These efforts were found to improve students' interest, participation, and understanding of History lessons. Based on the findings, it can be concluded that the teacher plays a significant role in helping students overcome learning difficulties. Successful learning is influenced by appropriate teaching strategies, students' learning motivation, and family support, enabling the learning process to become more effective and the learning objectives to be achieved successfully.

The post-pandemic healthcare transformation demands that hospitals consistently maintain the quality of inpatient services amidst increasing patient needs and healthcare workforce dynamics. As a referral center in North Toraja, Elim Rantepao Hospital faces challenges regarding high Bed Occupancy Rates (BOR) and patient complaints, highlighting the crucial need to balance workload management with nurse competency enhancement. This study aims to examine and analyze the direct and indirect effects of nurse workload and competency-based training on the quality of inpatient services, with organizational commitment serving as an intervening variable. A quantitative causal-associative approach with a cross-sectional design was employed. The study population comprised 117 inpatient nurses at Elim Rantepao Hospital, from which a sample of 91 nurses was selected using simple random sampling via Slovin’s formula. Primary data were collected through structured questionnaires using a 1–5 Likert scale. Data analysis was executed using Variance-Based Structural Equation Modeling (PLS-SEM) via SmartPLS version 4.1.6.6. Structural model analysis revealed that Competency-Based Training has a positive and highly significant direct effect on Service Quality (; ; ; ). Conversely, Nurse Workload showed no significant effect on Service Quality (; ), nor did Organizational Commitment (; ). Furthermore, neither Workload nor Competency-Based Training significantly influenced Organizational Commitment, and Organizational Commitment failed to act as a mediating variable in the structural framework. The quality of inpatient care at Elim Rantepao Hospital is overwhelmingly driven by nurses' clinical capabilities and professional skills developed through targeted training, rather than routine workload levels or organizational commitment. Consequently, hospital management should prioritize a structured competency training roadmap to sustain high-quality patient care.

Creative thingking skills constitute one of the essential 21-st-century competencies that need to be developed from elementary school, yet science and social studies (IPAS) instruction in the field is stilldominated by lecture method, which positons students as passive listeners. This study aims to analyze the effect of the brainstorming method on student creative thingking skill in IPAS learning for sixth-grade elementary school students. The study employed a quantitative approach with quasi-experimental design in the form of a nonequivalent control group design. The research subjects consisted of 63 sixth-grade students at SDN 1 Weru Lor, divided into a control class of 31 students receiving conventional instruction with the brainstorming method. Data were collected through an essay-based creative thingking skills test constructed from Torrance’s four indicators, namely fluenc, flexibility, originality, and elaboration, administered as a pretest and posttest, supported by teacher and student observation sheets assessing the implementation od the brainstorming method. Data analysis include descriptive statistics, the Shapiro-Wilk normality test , the Levene homogeneity test, the Wilcoxon Signed Rank Test, N-Gain analysis, Normality of N-Gain and Mann-Whitney U test. The result showed that mean pretest-posttest score of the control class increased from 59.45 to n65.68, while the experimental class increased from 63.75 to 83.09. The mean N-Gain of the control class was 16.43 % (low category), while that of the experimental class was 58.72 % (moderate category) The Mann-Whitney U test on N-Gain yielded a significancevalue of 0.000 <0.05. Thus there was significant difference in the improvement of creative thingking skills between students who received instruction using the brainstorming method and those who received conventional instruction. The brainstorming method was proven to be a viable alternative teaching method for improving students creative thingking skills in IPAS learning at elementary school level.

This study aims to determine the factors causing learning burnout among tenth-grade students in history subjects at MAN 2 Kota Palu, the teacher's instructional strategies in history learning to prevent student burnout, and the attitudes of tenth-grade students when experiencing burnout during the history learning process. This research employs a descriptive qualitative approach, with research subjects consisting of one history teacher and 32 Class X B students at MAN 2 Kota Palu. Data were collected through interviews, observations, and documentation, and subsequently analyzed through data reduction, data display, and conclusion drawing/verification. The results revealed that student learning burnout was caused by several factors: physical exhaustion especially during afternoon classes dense history learning materials that require heavy memorization, student anxiety toward topics perceived as difficult, teacher-centered lecture methods, a lack of varied teaching methods, minimal use of learning media, long class durations without breaks, an unconductive classroom atmosphere, and learning activities dominated by note-taking. To mitigate learning burnout, the teacher implemented various strategies, including interactive lectures, discussions, question-and-answer sessions, assignments, presentations, the use of historical documentaries, educational games/icebreakers, and providing feedback to students. During periods of burnout, students displayed behavioral changes such as becoming quieter, being less active in taking notes, altering their sitting positions, and tending to leave assigned tasks uncompleted. This study is expected to provide valuable input for teachers, schools, and parents in addressing student learning burnout in history education.

This study aims to determine the implementation of the Joyful Learning strategy in Grade X History subjects at MAN 2 Poso. The research is backgrounded by History education in high schools, which still faces low student interest and learning motivation—particularly among Generation Z students who have shorter attention spans and are more responsive to visual and interactive learning. This condition is further exacerbated by scheduling History classes during critical hours when student concentration declines, causing students to be passive and leading to sub-optimal learning outcomes. Joyful Learning is an enjoyable and engaging learning approach that enables students to focus their attention on the ongoing lesson.This study utilized a qualitative approach with a descriptive research type. The research subjects were teachers and Grade X students, with data collection techniques comprising observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing/verification. The results of this study indicate that the implementation of the Joyful Learning strategy is effectively applied to Grade X History learning at MAN 2 Poso, as it creates a fun, student-centered learning environment and holistically supports the achievement of 21st-century competencies. It is recommended that History teachers develop innovative learning based on Joyful Learning to overcome student boredom during critical learning hours.

The digital transformation within academic environments has fundamentally altered the domestic landscape of educated middle-class families in Papua, triggering the phenomena of digital babysitting and technoference. This study aims to analyze the structural shifts in child-rearing practices, the typologies of technoference, and their structural implications for the socio-emotional character of early childhood within the families of lecturers and administrative staff at IAIN Fattahul Muluk Papua. Employing a descriptive qualitative approach grounded in the sociology of the family and social change, empirical data were gathered through in-depth interviews with 12 purposively selected informants, naturalistic observations, and documentary analysis. Data analysis was executed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that digital babysitting is deliberately adopted as an instrumental rational coping strategy to navigate the dual-role conflict caused by the invasion of digitized bureaucratic workloads into the domestic sphere. Meanwhile, technoference manifests through spontaneous communication interruptions and divided attention, systematically degrading the family's primary socialization function. Consequently, early childhood social alienation occurs, characterized by a deficit in face-to-face communication capacity, emotional co-regulation failure (digital tantrums), and the disruption of intergenerational cultural transmission. This study concludes that digital technology has denaturalized conventional parenting roles and generated novel social vulnerabilities within contemporary domestic institutions in Papua.

Understanding the concept of straight-line equations is essential as a prerequisite for advanced mathematics. Observations at SMP Negeri 5 Jayapura indicated that eighth-grade students still encountered difficulties, particularly in determining the gradients of parallel and perpendicular lines. This study aimed to describe students' conceptual understanding profiles of straight-line equations based on APOS Theory (Action, Process, Object, and Schema) across high-, medium-, and low-ability categories. The research employed a descriptive qualitative method. Subjects were purposively selected from 27 students based on their MID scores, categorized as high (≥90), medium (80–89), and low (<80), with one student representing each category. The instruments consisted of two essay-type test questions incorporating Papuan cultural contexts and a semi-structured interview guide. The findings revealed that the high-ability student achieved all four APOS stages, the medium-ability student achieved the Action, Process, and Object stages, whereas the low-ability student achieved only the Action stage. Although performance across the Action to Object stages varied, the collective failure of all three subjects in graphical representation indicated cognitive obstacles during the encapsulation process at the Schema stage. These findings recommend the implementation of the APOS-based ACE cycle and special attention to graphical aspects in learning straight-line equations.

This study aimed to explore the subjective experiences of a mathematics teacher at SMPN 9 Jayapura in implementing the GASING (Gampang, Asyik, dan Menyenangkan) learning method using a qualitative phenomenological approach. The main problem underlying the application of this method was the students' difficulty in understanding abstractly taught mathematical concepts and their low basic numeracy skills, such as multiplication and division. Data were collected through in-depth interviews with a teacher who had practiced the method. The results showed that the GASING method successfully changed the teacher's teaching paradigm to start learning from concrete to abstract stages. The approach using real objects proved to significantly increase students' interest, active participation, and quick calculation skills, including in students who previously had very low basic abilities. However, the teacher faced several challenges in its implementation, including the lack of comprehensive training time support from the school, passive student characteristics at home, and low student literacy levels that hindered the resolution of word problems. In conclusion, the GASING method was highly effective in creating deep and meaningful mathematics learning, but it required high commitment from teachers and systemic collaboration within the school environment.

This study aims to evaluate the implementation of the Project-Based Learning (PjBL) model utilizing Literacy Tree (Pohon Literasi) learning media to improve learning outcomes among elementary school students. This research addresses challenges in traditional instructional approaches that ofaten lead to low student engagement and optimal academic performance. By integrating the collaborative, hands-on nature of PjBL with the visual and interactive qualities of the Literacy Tree media, students are actively engaged in project creation that reinforces reading comprehension and critical thinking skills. The findings indicate a significant improvement in both student engagement and academic achievement, demonstrating that the combination of PjBL and Literacy Tree media serves as an effective pedagogical strategy to enhance learning outcomes in elementary education.

Educational management transformation requires improving teacher performance through effective school leadership, professional collaboration, and continuous academic supervision. However, learning quality in public junior high schools in Bumiayu District, Brebes Regency, remains uneven despite the implementation of academic supervision and learning communities. This study examines the effects of transformational school leadership, learning communities, and academic supervision on teacher performance and identifies the most dominant factor. A quantitative approach with an associative ex post facto design was employed. The sample consisted of 132 teachers from public junior high schools in Bumiayu District, selected through saturated sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed through prerequisite tests, simple and multiple regression, t-tests, and an F-test. The results show that transformational leadership significantly affects teacher performance, contributing 20.3%, while academic supervision contributes 27.3%. Learning communities have the strongest effect, with a correlation coefficient of 0.851 and a coefficient of determination of 72.4%, remaining significant in the multiple regression model. Simultaneously, the three variables significantly affect teacher performance, explaining 72.5% of its variance. These findings highlight learning communities as a strategic priority for improving teacher performance

Students often experience difficulties in understanding grouped data quartiles because they tend to apply procedures without comprehending the relationships among quartile positions, cumulative frequencies, and quartile formulas. This study aimed to analyze students’ strategy changes in determining grouped data quartiles through a microgenetic approach. This research employed a qualitative method using a task-based microgenetic study approach. The study was conducted at SMA Negeri 4 Jayapura during the second semester of the 2025/2026 academic year. A total of 41 students participated in a pretest to identify their initial abilities, from which three students representing high (S1), medium (S2), and low (S3) ability levels were selected through purposive sampling. Data were collected through a diagnostic pretest, graded microgenetic tasks, observations, and semi-structured interviews. Data were analyzed microgenetically by identifying problem-solving episodes, strategies, strategy changes, and critical moments. The findings revealed that students’ strategies developed through four stages: understanding quartile positions, using cumulative frequencies, determining quartile classes, and applying quartile formulas conceptually. Strategy changes occurred when students understood the role of cumulative frequencies in determining quartile positions and classes. It can be concluded that understanding cumulative frequencies served as a critical moment that promoted strategy changes from procedural use toward conceptual understanding in determining grouped data quartiles.

This study aims to analyze the development of students’ statistical thinking processes in solving grouped-data decile problems through a taks-based microgenetic study approach. The study was motivated by students’ difficulties in determining decile positions, using cumulative frequency, and understanding the relationship between decile position and decil values. A qualitative method with a task-based microgenetic study approach was employed at SMA Negeri 4 Jayapura during the second semester of the 2025/2026 academic year. The participants were there Grade 11 students purposively selected from 30 students based on diagnostic pretest results, representing high, medium, and low ability categories. The instruments consisted of a diagnostic pretest, microgenetic task sheets, think-aloud guidelines, structured interview guidelines. The findings indicate that students’ statistical thinking developed gradually through six phases, culminating in an understanding of deciles as measures of data position. The most prominent change occurred when students began using cumulative frequency as a reference for determining the decile class, which constituted a critical moment in the development of their thinking strategies. The study concludes that the task-based microgenetic study approach is affective for revealing changes in students’ strategies and the development of their statistical thinking processes during task completion.

This study aims to examine and synthesize international literature on the management of teacher psychological well-being in the Society 5.0 era. A Systematic Literature Review (SLR) was conducted using thematic synthesis, drawing from the ScienceDirect database across two journals, Teaching and Teacher Education and International Journal of Educational Research Open, covering publications from 2022 to 2026. From an initial pool of 1,039 articles, 45 met the inclusion criteria and were systematically analysed. The findings reveal three main results. First, international publication trends show significant growth, with the sharpest acceleration occurring in 2025–2026, predominantly from European contexts, while Southeast Asian representation remains limited. Second, five dominant factors influencing teacher psychological well-being were identified: burnout and emotional exhaustion, resilience and self-regulation, emotional regulation and motivation, technostress and digital competence, and fulfilment of basic psychological needs. Third, four evidence-based management strategies proved effective: transformational and supportive leadership, structured school-based interventions, collaborative organizational culture, and evidence-based educational policy. This study contributes a synthesized framework integrating educational management perspectives with Society 5.0 demands.

This qualitative phenomenological study aims to reveal the role of library staff in the One Week One Book (OWOB) Program towards the success of the School Literacy Movement (GLS) at SMK Prestasi Prima. Data collection methods included in-depth interviews (2 librarians, 20 students), 12 weeks of participant observation, and analysis of 50 program-related documents, which were processed thematically using NVivo 14. The main results show that librarians as adaptive curators and intrinsic motivators are able to accelerate the formation of reading habits by 75%, increase student engagement by 68%, and have an impact on increasing academic grades by 12 points. The findings recommend the need to strengthen vocational training policies for vocational high school librarians.

Occupational Safety and Health (K3) is an important aspect in learning SMAW welding practices because it has a high risk of work accidents. Based on the results of initial observations in the Machine Workshop of SMKN 1 Tuban, it was found that many students still did not use complete Personal Protective Equipment (PPE) during practice. This study aims to develop a valid and effective risk matrix-based PPE compliance observation instrument to reduce K3 violations in SMAW welding practices. The research method used Research and Development (R&D) with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 37 students of class X Mechanical Engineering. The research instruments were a checklist for PPE use, work condition observation sheets, and a risk matrix. The validation results by three experts obtained an average score of 4.65 with a very valid category, while a CVR value of 1.00 indicated that all instrument indicators met the content validity criteria. The implementation results showed that the number of PPE use violations decreased from 81 to 37 violations. The average PPE use compliance score increased from 1.857 to 3.914.The Wilcoxon Signed Rank Test results showed a significance value of p < 0,001  and the N-Gain analysis obtained a value of 0.6127 with a moderate category. Thus, the risk matrix-based PPE compliance observation instrument is effective for improving OHS culture in SMAW welding practices.

This study aims to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model assisted by Wordwall on the mathematical problem-solving abilities of eighth-grade students of St. Yoseph Catholic Private Junior High School Medan in the 2025/2026 Academic Year and the improvement of students' mathematical problem-solving abilities after the model is implemented. This study uses a quantitative approach with the Pre-Experimental Design method using the One Group Pretest-Posttest Design. The research sample consisted of 36 students. Data analysis used normality tests, Paired Sample t-Test, and N-Gain. The results showed that the average pretest score of 50.806 increased to 80.167 in the posttest. The results of the hypothesis test obtained tₕᵢₜᵤₙg = 53.303 and tₜₐᵦₑₗ = 2.030, so that H₀ was rejected and Hₐ was accepted. The N-Gain test results obtained an average of 0.611, categorized as moderate. Thus, it can be concluded that the Student Teams Achievement Division (STAD) cooperative learning model assisted by Wordwall has a significant effect and is able to improve students' mathematical problem-solving abilities.

This study aimed to determine the effect of using Pop Up Book teaching aids on students’ interest in learning mathematics in grade II at SD Negeri 1 Kasugengan Kidul. This research was conducted due to the low interest of students in mathematics learning, indicated by limited attention, involvement, and interest during the learning process. This study used a quantitative approach with an experimental method and a One Group Pretest-Posttest Design. The sample consisted of 32 second-grade students. Data were collected using a learning interest questionnaire and analyzed using normality tests, Paired Samples t-Test, and N-Gain. The results showed an increase in the average learning interest score from 60.56 in the pretest to 69.91 in the posttest. The Paired Samples t-Test showed a significance value of 0.000 < 0.05. Therefore, the use of Pop Up Book teaching aids had a positive effect on improving students’ interest in learning mathematics.

Electronics Engineering learning requires students’ active involvement in understanding problems and analyzing circuits in a contextual manner. Problem-Based Learning (PBL) assisted by EveryCircuit can support this process through problem-solving activities and interactive circuit simulation. This study aims to analyze the profile of students’ responses to the implementation of PBL assisted by EveryCircuit in Electronics Engineering learning. The study employed a descriptive quantitative approach involving 36 students as the subjects. Data were collected through a questionnaire consisting of 10 statements using a 4-point Likert scale covering aspects of PBL and EveryCircuit. Data analysis was conducted using score percentages and student response categories. The results showed that the overall student response obtained a percentage of 77.08%, categorized as good. The response to the PBL aspect reached 78.06%, while the EveryCircuit aspect obtained 76.11%; both were categorized as good. The highest response was found in the group discussion indicator, with a percentage of 81.25%, while the lowest response was found in students’ interest in using EveryCircuit to learn other electronic circuits, with a percentage of 73.61%. These findings indicate positive student acceptance of the integration of PBL and EveryCircuit and provide an overview of students’ experiences in participating in problem-based learning supported by simulation media.

This study was motivated by the limited opportunities given to students to think creatively and develop their potential, which ultimately resulted in low levels of creativity. Of the 25 students, only 5 students (20%) demonstrated creativity and mastered the Pancasila learning material, while the remaining 20 students (80%) had not yet mastered the material. This study aimed to (1) determine the planning of the Project Based Learning (PjBL) model, (2) describe the implementation of the PjBL model, and (3) examine the improvement of students' creativity through the implementation of the PjBL model in Pancasila learning. The subjects of this study were first-grade students of SDN 3 Setu Wetan. This research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. Data were collected using qualitative and quantitative approaches through observation, tests, project assessments, and field notes. The results showed that (1) the planning of the PjBL model was implemented well in Cycle II, with achievement increasing from 67% to 88%; (2) the implementation of the PjBL model improved by 22%, from 72% in Cycle I to 94% in Cycle II; and (3) students' creativity increased by 28%, from 64% in Cycle I to 92% in Cycle II. Therefore, it can be concluded that the implementation of the Project Based Learning (PjBL) model effectively improved the creativity of first-grade students at SDN 3 Setu Wetan.

This study examines the effectiveness of Digital Interactive Boards (DIB) in fostering critical thinking skills among fifth-grade elementary school students. The central premise of this investigation stems from the persistent gap between the availability of technological infrastructure in educational settings and its suboptimal utilization for advancing higher-order thinking competencies. A quantitative approach employing a quasi-experimental nonequivalent control group design was applied to 40 students of SD Negeri 4 Sukajawa, Bandar Lampung, divided equally into two groups. The experimental group received DIB-assisted instruction, while the control group underwent conventional teaching methods. Data were collected through a 10-item essay instrument constructed upon Facione's six critical thinking indicators, demonstrating satisfactory validity (CVI=0.92) and reliability (Cronbach's Alpha=0.865). Hypothesis testing was conducted using an Independent Sample t-test, N-Gain analysis, and Cohen's d effect size measurement. Findings revealed a statistically significant difference in post-test scores between both groups (85.35 vs. 68.42), corroborated by t=8.735 (p<0.001). The magnitude of effect was classified as very large (Cohen's d=2.33), with the experimental group demonstrating a moderate-to-high improvement (N-Gain=0.69) compared to the control group's moderate gain (N-Gain=0.34). These results affirm that DIB integration substantially advances students' critical thinking development. It is recommended that future instruction be structured around problem-based learning frameworks, accompanied by systematic reinforcement of teachers' TPACK competencies.

This study was conducted to examine the effectiveness of using a Digital Interactive Board (DIB) to improve the critical thinking skills of sixth-grade elementary school students. Critical thinking skills are an essential element of 21st-century knowledge that must be instilled from the elementary education level. The method used in this research was a quasi-experimental design with a nonequivalent control group design. The sample of this study was divided into two groups, where the control group consisted of 20 students using conventional methods and the experimental group consisted of 20 students assisted by the DIB. Interpretation, analysis, evaluation, and inference were the four critical thinking indicators used for data collection in the form of essay tests. To analyze the data, this study used an independent t-test and N-Gain calculation. The research findings revealed that the posttest results of the experimental group, which obtained an average score of 81.50, were significantly superior to the control group, which obtained 57.75. This difference was statistically significant (p = 0.000 < 0.05) with a Cohen's d effect size of 1.84, falling into the very large category. The control group, which obtained an N-Gain of 0.21 (low category), was far exceeded by the experimental group's N-Gain value, which reached 0.64 (medium category). The most prominent improvement was recorded in the analysis indicator with an N-Gain value of 0.71 and the evaluation indicator at 0.70. The researcher concluded that the Digital Interactive Board has proven effective in improving elementary school students' critical thinking skills, particularly in the aspects of analysis and evaluation. Therefore, it is recommended that schools integrate continuous pedagogical training to optimize the use of multi-touch features and dynamic visualization in the learning process.

Abstrak: Penelitian ini bertujuan memetakan determinan transformasi budaya digital di Sekolah Menengah Atas (SMA) melalui Systematic Literature Review (SLR). Metode menggunakan PRISMA dan PSALSAR terhadap 17 artikel (2020–2026) dari Google Scholar, ScienceDirect, dan Garuda. Hasil menunjukkan tiga faktor utama, yaitu kepemimpinan transformasional, kompetensi digital guru, dan dukungan otonomi siswa. Kepemimpinan berperan sebagai katalis integrasi teknologi, kompetensi guru meningkatkan kinerja melalui motivasi dan disiplin, sedangkan media digital mendukung literasi siswa. Temuan menegaskan bahwa transformasi budaya digital lebih ditentukan oleh faktor manusia dibandingkan infrastruktur teknologi.

Kata Kunci: transformasi budaya digital, kepemimpinan transformasional, kompetensi digital, SMA, SLR

This study was motivated by students' learning outcomes that were not yet optimal and the use of learning media that tended to be conventional and less interactive. This study aimed to determine students' learning outcomes before and after the implementation of Clickable Hotspots animation learning media and to determine the effect of implementing the media on students' learning outcomes in IPAS on the material Forces Around Us. This study used a quantitative approach with a quasi-experimental method and a Two Group Pretest–Posttest Design. The sample consisted of 50 students, with 25 students of class IV A as the experimental group and 25 students of class IV B as the control group. The sampling technique used was saturated sampling. Data were collected through pretest and posttest questions and student learning activity observation sheets. Data analysis used descriptive statistics, normality test, homogeneity test, Independent Samples t-Test, and N-Gain analysis. The results showed that the mean pretest score of the experimental group was 61.20, while the control group was 59.20. After the treatment, the mean posttest score of the experimental group increased to 77.80, while the control group increased to 74.20. The Independent Samples t-Test obtained a Sig. (2-tailed) value of 0.192 > 0.05, so H₀ was accepted and H₁ was rejected. The N-Gain analysis showed a mean score of 0.400 for the experimental group and 0.375 for the control group, both categorized as moderate. Therefore, the implementation of Clickable Hotspots animation learning media showed a descriptive increase in learning outcomes, but did not have a statistically significant effect on the learning outcomes of fourth-grade elementary school students.

The geometric visualization skills and 3D modeling accuracy of vocational high school (SMK) students in Computer Aided Design (CAD) instruction were previously relatively low, as evidenced by difficulty in understanding relationships between geometric profiles, visualizing shape changes, and producing accurate three-dimensional models. This study aimed to improve students' geometric visualization skills and 3D modeling accuracy through reverse engineering-based CAD instruction utilizing the Loft feature. The method employed was Classroom Action Research (CAR), conducted in two cycles—each comprising planning, implementation, observation, and reflection—involving tenth-grade SMK students enrolled in a CAD course. Data were collected through observation, questionnaires, and practical tests. In the pre-cycle stage, instruction without reverse engineering resulted in an average score of

86.33 with a mastery rate of 77.78%. Cycle I increased the average score to 88.74 (mastery rate 86.42%), while Cycle II, using more complex objects and intensive guidance, raised it to

91.47 (mastery rate 93.83%). Observation and questionnaire results also showed improved student precision in geometric and three-dimensional modeling. This study concluded that reverse engineering-based CAD instruction using the Loft feature effectively improved SMK students' geometric visualization and modeling accuracy.

Milling practice learning in vocational schools requires students to possess work competencies aligned with skill-based standards. However, problems remain, such as low student accuracy and limited understanding of work procedures, with the average practical score in the previous semester reaching only 72. This study aimed to improve students' milling practice competence through competency-based evaluation at SMK PGRI 3 Malang using Classroom Action Research (CAR) conducted in two cycles involving 63 students of class X Machining Engineering. Data were collected through observation, documentation, and assessment of practical work, then analyzed using descriptive quantitative techniques. The results showed that competency-based evaluation improved students' practical skills, particularly in work preparation, machine operation, work accuracy, and occupational safety. Students' practical competence improved, as shown by the average score increasing from 76 to 81 in the first cycle and 88 in the second cycle, with learning mastery increasing from 75% to 80% and 89%. Students also became more active, careful, and responsible during practice. Therefore, competency-based evaluation is effective in improving students' milling practice competence in vocational schools.

Penerapan Koding dan Kecerdasan Artifisial pada pendidikan dasar menghadirkan tuntutan pedagogis baru bagi guru. Penelitian ini menganalisis cara guru sekolah dasar memaknai, menafsirkan, dan menegosiasikan implementasinya melalui jejak digital publik. Penelitian menggunakan pendekatan netnografi kualitatif. Korpus terdiri atas 30 unit makna dari enam artefak digital publik yang diproduksi guru pada dua platform selama Agustus-Desember 2025. Data dianalisis melalui pengodean terbuka, pengodean terfokus, perbandingan lintas data, dan analisis tematik interpretatif. Analisis difokuskan pada cara guru menerjemahkan tuntutan kebijakan menjadi keputusan pedagogis yang sesuai dengan perkembangan anak serta membentuk batas etis penggunaan AI. Empat tema ditemukan: kesenjangan antara penerimaan konseptual dan praktik kelas; domestikasi pedagogis koding menjadi berpikir komputasional melalui pembelajaran kontekstual dan tanpa perangkat; kecerdasan artifisial sebagai asisten, bukan otoritas; serta pengaruh ekosistem sekolah. Keberhasilan implementasi bergantung pada kompetensi teknologi guru, penerjemahan pedagogis, literasi kecerdasan artifisial yang kritis, pengembangan profesional, infrastruktur, panduan, dan dukungan institusional yang berkelanjutan. Temuan menempatkan guru sebagai penerjemah kebijakan teknologi ke dalam praktik pembelajaran sekolah dasar.

This research article is motivated by the culture of the Kaili community regarding the existence of Sambulu as a traditional custom (adat) that embodies philosophical meanings and values in community life. The research questions are: (1) what is the status of the Sambulu tradition in Kaili culture? (2) what is the philosophical meaning of Sambulu in the life of the Kaili people? and (3) why is the application of Sambulu's philosophical values needed in Kaili community life? This article aims to describe the status of the Sambulu custom, explain its philosophical meaning, and analyze the philosophical values contained within it. This study employed a qualitative method with a descriptive approach, utilizing observation, interviews, and documentation for data collection. The analysis utilized Clifford Geertz's cultural theory, Hans-Georg Gadamer's philosophical hermeneutics, and Notonagoro's theory of value philosophy, which were integrated with ontological, epistemological, and axiological aspects. The findings indicate that Sambulu holds a crucial position as a symbolic system, a prerequisite for marriage customs, a medium for family unification, and a form of respect for traditions and ancestors. Philosophically, Sambulu represents human wholeness, unity, respect, balance, responsibility, and harmony. These values encompass material, vital, and spiritual dimensions that remain relevant as a life guide for the Kaili community.

This study was motivated by the relatively low scientific literacy of elementary school students, particularly in explaining scientific phenomena, interpreting information, and relating scientific concepts to everyday life. In addition, science and social studies (IPAS) instruction was still dominated by conventional teaching methods, while the use of Android-based digital learning media remained limited. This study aimed to develop Android-based digital Snakes and Ladders learning media on the topic of the life cycle of living things and to analyze its validity, practicality, and effectiveness in improving elementary school students’ scientific literacy. The study employed a Research and Development (R&D) method using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages, combined with a mixed-methods approach. The research subjects involved 47 fourth-grade students from SDN 17 Tilamuta, SDN 11 Tilamuta, and SDN 05 Tilamuta. The research instruments consisted of validation sheets for media, subject-matter, and learning experts, teacher and student response questionnaires, observation sheets, and scientific literacy tests administered as pretests and posttests. The data were analyzed using quantitative and qualitative descriptive techniques, while N-Gain analysis was employed to determine the improvement in students’ scientific literacy. The results showed that the developed media obtained validity scores of 92.5% from the media expert, 92.5% from the subject-matter expert, and 89% from the learning expert, with an overall average of 91.33%, categorized as highly valid. The practicality assessment showed a student response score of 92.61% and a teacher response score of 97.22%, both categorized as highly practical. The effectiveness of the media was indicated by an increase in the mean scientific literacy score from 58.50 on the pretest to 89.80 on the posttest, with an N-Gain score of 0.75, categorized as high. Therefore, the developed Android-based digital Snakes and Ladders media was determined to be highly valid, highly practical, and effective in improving elementary school students’ scientific literacy on the topic of the life cycle of living things.

This study aims to analyze the form, pattern, and context of the use of slang in the daily communication of elementary school students and its implications for literacy development. The research uses a qualitative approach with a descriptive method. Data was obtained through observation and documentation of grade III and IV students at SDN 99 Kota Tengah and SDN 13 Kota Barat, and was supported by interviews. Data analysis is carried out through data reduction, data presentation, and conclusion drawn. The results of the study show that there are 25 occurrences of slang consisting of 17 different forms. The most commonly used word is anjay four times, followed by santuy and OTW three times each, and bestie twice. The form of slang is formed through abbreviations or acronyms, changes in sound or word creation, foreign language adaptations, and changes in meaning. Slang is used to convey admiration, invitation, social closeness, emotional state, approval, assessment, and activity information. Its use is dominant in casual communication between friends, both in the school environment and outside of learning. From a literacy perspective, slang can enrich vocabulary and communication creativity, but its use without assistance has the potential to lead to a mixture of formal and informal varieties and inaccuracies in the use of standard language. Therefore, slang can be used as a contextual literacy learning material to train students' ability to distinguish between the use of standard and non-standard language according to communication situations.

The rapid development of Artificial Intelligence (AI) has transformed educational practices by providing new opportunities for personalized learning, automated feedback, and independent learning support. In English language education, AI-based tools have emerged as potential learning assistants, particularly in grammar learning, which remains challenging for many English as a Foreign Language (EFL) learners. This study aims to investigate students’ perceptions toward the use of Artificial Intelligence tools for grammar learning among English Education students at STKIP Insan Madani Airmolek. This study employed a descriptive quantitative research design involving 97 students selected through a total sampling technique. Data were collected using a structured questionnaire based on the Technology Acceptance Model (TAM) developed by Davis (1989), consisting of four dimensions: perceived usefulness, perceived ease of use, attitude toward AI utilization, and perceived challenges. The data were analyzed using descriptive statistical analysis, including frequency, percentage, and mean score analysis. The findings revealed that students demonstrated a high level of acceptance toward AI-based grammar learning tools, with an overall mean score of 4.07. The highest perception was found in the attitude toward AI utilization dimension (M = 4.25), followed by perceived usefulness (M = 4.21) and perceived ease of use (M = 4.18). Although students recognized the benefits of AI in providing immediate feedback, improving grammar understanding, and supporting independent learning, they also expressed concerns regarding AI dependency, accuracy of AI-generated feedback, and academic integrity. The study concludes that AI tools have significant potential to support grammar learning among English Education students; however, effective implementation requires appropriate guidance to ensure critical, ethical, and responsible use of AI technology.

Learning outcomes of fourth-grade students in Civics education (PPKn) at SD Negeri 1 Watubelah were still below the minimum mastery criterion, largely because instruction remained teacher-centered and did not accommodate students' varied learning styles. This study examined the effect of the Visual, Auditory, Kinesthetic (VAK) learning model on the learning outcomes of fourth-grade students in the topic of Indonesia's cultural diversity. A quantitative quasi-experimental design with a nonequivalent control group was used, involving 33 students in the experimental class (IV B) and 36 in the control class (IV A), selected through cluster sampling. Data were collected through a 15-item multiple-choice test (Cronbach's Alpha = 0.892) and observation sheets, then analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, an independent-samples t-test, and the N-Gain test. The results showed the average posttest score of the experimental class (85.55) was higher than that of the control class (71.03), with a significant difference (t = 11.573; Sig. = 0.000 < 0.05), so H0 was rejected. The average N-Gain of the experimental class (69.35%) fell into the "fairly effective" category, while the control class (36.69%) fell into the "ineffective" category. It is concluded that the VAK learning model has a significant positive effect on students' PPKn learning outcomes.

This study investigates the process of Arabic semantic acquisition through the HelloTalk application from a psycholinguistic perspective. A descriptive qualitative approach was employed involving ten students of Nurul Jadid University who had actively used HelloTalk for at least three months. Data were collected through observations, semi-structured interviews, and online conversation documentation, and were analyzed using the Miles and Huberman interactive model. The findings indicate that semantic acquisition developed through interactions with native speakers, discussions of everyday topics, the use of application features, and contextual interpretation of language input. HelloTalk assisted students in expanding their vocabulary and developing a deeper contextual understanding of meaning in authentic communication. The acquisition process was influenced by cognitive factors, affective motivation, language interaction, and metalinguistic awareness. The study concludes that HelloTalk has the potential to support natural and sustainable Arabic semantic acquisition in accordance with psycholinguistic principles.

The rapid development of Artificial Intelligence (AI) has permeated various sectors of education, including primary education, which urgently requires accommodating student diversity through inclusive education. Pre-service teachers in the Primary School Teacher Education (PGSD) program play a strategic role in bridging the use of AI technology with the principles of inclusive education in primary schools. This article aims to comprehensively examine PGSD students' perceptions of AI use, the factors shaping those perceptions, and their relevance in supporting inclusive education in primary schools, through a literature review of more than thirty scholarly sources published between 2021 and 2026. The results show that PGSD students generally hold positive views toward AI use in learning, shaped by perceived ease of use, effectiveness, academic environment support, and ethical awareness. AI is seen as having great potential to support inclusive education through material personalization, learning differentiation, format-conversion technology for students with disabilities, and augmented-reality-based concept visualization. Nevertheless, a consistent gap was found between this positive perception and students' conceptual understanding of children with special needs, their technical readiness to apply AI in inclusive classrooms, institutional readiness, and the ethical and religious-value considerations accompanying the technology's use. This study recommends strengthening AI literacy and inclusive education competencies in an integrated manner within the PGSD curriculum, accompanied by stronger institutional support, so that future primary school teachers are prepared to use AI wisely, adaptively, ethically, and in favor of student diversity.

This study analyzed the quality of a test instrument designed to measure fifth-grade elementary school students’ creative thinking skills on the water cycle. A quantitative descriptive design was applied. The instrument contained 15 multiple-choice items and 4 essay items representing fluency, flexibility, originality, and elaboration. Six experts, consisting of three lecturers and three elementary school teachers, assessed content validity using Aiken’s V. The instrument was administered to 103 fifth-grade students. Item characteristics were examined through validity, reliability, discrimination, difficulty, and distractor effectiveness using ITEMAN 4.4 and ANATES V4. The results showed that most items met the content-validity criterion, with Aiken’s V values generally at or above 0.78. Cronbach’s Alpha was 0.838 for the pretest and 0.817 for the posttest, while ANATES produced reliability coefficients of 0.83 and 0.84. Most items had moderate-to-good discrimination, and difficulty ranged from easy to difficult. Distractors were more effective in the posttest. Overall, the instrument demonstrated adequate psychometric characteristics for assessing creative thinking in elementary science.

This study is Classroom Action Research (CAR) with the research question of whether student learning outcomes can be improved through the Mordiscvein learning model assisted by animated video media in Science and Social Studies (IPAS) learning for Class IV students at SDN 6 Tapa Bone Bolango. The objective of this study is to improve student learning outcomes through the Mordiscvein learning model assisted by animated video media in IPAS learning for Class IV students at SDN 6 Tapa Bone Bolango. This research was conducted in two cycles, where each cycle consisted of two meetings with four stages: planning, acting, observing, and reflecting. The research subjects consisted of 18 students, comprising 9 male students and 9 female students. The results showed that in Cycle I, out of 18 students, only 6 students achieved the Learning Objective Completion Criteria (KKTP $\ge$ 75) with a percentage of 33%, while 12 students or 67% had not achieved mastery. After learning improvements were made in Cycle II, student learning outcomes increased: 16 students or 89% achieved mastery, while 2 students or 11% had not yet achieved the Learning Objective Completion Criteria (KKTP < 75). Thus, it can be concluded that the application of the Mordiscvein learning model assisted by animated video media can improve the learning outcomes of Class IV students in IPAS at SDN 6 Tapa Bone Bolango.

This study was designed to empirically examine how school principals’ servant leadership and teachers’ pedagogical competence contribute to primary school quality, with teachers’ work motivation positioned as the mediating variable in the relationships among these constructs. Research Methodology: The study employed a quantitative explanatory survey design involving 157 teachers as the unit of analysis from 21 public primary schools in Serang City, Banten Province. Primary data were collected through a structured five-point Likert-scale questionnaire and subsequently analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with SmartPLS 4. Results: All proposed hypotheses were statistically significant. Servant leadership had direct effects on teachers’ work motivation (β = 0,515; p = 0,000) and primary school quality (β = 0,286; p = 0,000). Pedagogical competence also affected work motivation (β = 0,429; p = 0,000) and primary school quality (β = 0,180; p = 0,008). Among the three predictors, teachers’ work motivation emerged as the strongest determinant of primary school quality (β = 0,482; p = 0,000). Overall, the proposed model explained 73,6% of the variance in primary school quality. Conclusion: Efforts to improve primary school quality cannot be undertaken in isolation; rather, they require synergy among strengthening servant leadership, developing teachers’ pedagogical competence, and enhancing work motivation as an integrated strategy. Limitations: This study was limited to one subdistrict in Serang City, used a cross-sectional design, and relied on teachers’ perceptions as the sole source for assessing primary school quality. Contribution: This research provides empirical evidence that teachers’ work motivation functions as an important pathway linking leadership quality and pedagogical competence to primary school quality outcomes, while also offering considerations for education policymakers in designing school development programs

Private universities face increasing challenges in attracting Generation Z students to pursue higher education. As individuals born between 1997 and 2012, Generation Z is characterized by digital literacy, critical thinking, and dynamic lifestyles. Consequently, their university selection decisions are influenced not only by academic quality but also by institutional image and the extent to which a university aligns with their lifestyle preferences. This study aims to examine the influence of institutional branding and Generation Z lifestyle on the decision to choose private universities in the Greater Tangerang area, including Tangerang City, Tangerang Regency, and South Tangerang City. A quantitative survey approach was employed involving 155 Generation Z respondents. The collected data were analyzed using multiple linear regression following validity, reliability, and classical assumption tests. The results indicate that institutional branding and Generation Z lifestyle simultaneously have a positive and significant effect on university selection decisions (F = 956.753; p < 0.001), with a coefficient of determination (R² = 0.926). Partially, institutional branding exerts a stronger influence (β = 0.589; p < 0.001) than Generation Z lifestyle (β = 0.382; p < 0.001). These findings suggest that a strong institutional reputation and image, supported by marketing strategies that align with Generation Z characteristics, are key factors in enhancing the attractiveness of private universities. The study provides practical implications for university administrators in developing more effective branding and educational marketing strategies to improve competitiveness in attracting prospective students.

This study was conducted to evaluate the service quality of Interactive Flat Panels (IFPs) by examining the gap between teachers’ expectations and perceptions in coastal primary schools in Gorontalo City. A quantitative descriptive-evaluative approach was employed using the SERVQUAL framework, which covered tangibles, reliability, responsiveness, assurance, and empathy. The respondents comprised 90 teachers from nine coastal primary schools in Dumbo Raya and Hulonthalangi Districts. Data were collected using 10 paired expectation–perception statements rated on a five-point Likert scale and four open-ended questions. The instrument demonstrated adequate validity and high reliability, with Cronbach’s Alpha coefficients of 0.956 for the expectation scale and 0.879 for the perception scale. The results showed a mean expectation score of 4.70 and a mean perception score of 4.35, producing an overall SERVQUAL gap of −0.35. The largest gap occurred in assurance (−0.71), particularly in IFP training and the competence of support personnel, followed by responsiveness (−0.47). Open-ended responses also identified internet connectivity, hands-on training, and technical assistance as major needs. These findings indicated that IFP improvement should move beyond device provision toward stronger service readiness, teacher competence, technical support, and sustainable enabling infrastructure.

This study examines how academic supervision can move beyond administrative compliance to support the professional learning of Islamic Education teachers within a madrasah ecosystem integrated with a foundation and an Islamic boarding school. Using an interpretive qualitative single-case study design, the research was conducted at MA Khozinatul Ulum Blora. Data were collected through semi-structured interviews, observations, and document analysis involving the madrasah principal, seven Islamic Education teachers, the foundation chair, the pesantren leader, and students as triangulation informants. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that supervision operated through both formal and informal mechanisms, while its capacity to foster professional learning depended on feedback quality, trust, openness, reflection, teacher agency, and follow-up. Dialogical feedback encouraged pedagogical improvement, whereas predominantly evaluative feedback tended to produce compliance and administrative adjustment. The interaction among the madrasah, foundation, and pesantren also shaped a form of professionalism that combined pedagogical, institutional, and moral dimensions. These findings inform the proposed Relational–Reflective Supervisory Learning Model, which explains how supervision can be transformed into a pathway toward teacher professionalism.

This study aims to evaluate the influence of school organizational culture and principal leadership style on teacher performance at SD Negeri 2 Rawalaut, both partially and simultaneously. Quantitative methods were used in this study, which were designed as a correlational survey. This study is a population study (total sampling) because all teachers at SD Negeri 2 Rawalaut, totaling 35 people. The tool used was a questionnaire with a five-choice Likert scale, which was tested for validity and reliability. Multiple linear regression analysis was used with the help of Jamovi version 2.7.24, which was preceded by prerequisite tests for normality, linearity, heteroscedasticity, and multicollinearity. The results of the study show that: (1) The principal's leadership style has a positive and significant impact on teacher performance, with a calculated t value greater than t table (3.45 greater than 2.034) and a significance of 0.002 less than 0.05; (2) School organizational culture has a positive and significant impact on teacher performance, with a calculated t value greater than t table (2.85 greater than 2.034) and a significance of 0.007 less than 0.05; and (3) Principal leadership style. Other variables outside this study influence 62.8% of the total, with a calculated F value greater than F table (9.48 greater than 3.285) and a contribution (R2) of 37.2%. These results indicate that improving school culture and improving the quality of principal leadership are two successful methods for improving teacher performance.