International Journal on Education Insight

Developing a web-based instruction platform using RME approach to support students’ conceptual understanding

2025-07-24T00:36:37+00:00

Trigonometry is often considered one of the most difficult topics for high school students, with many struggling due to a weak conceptual understanding. This study aims to develop a web-based instruction (WBI) platform called Sine and Shine using the Alessi and Trollip development model. It is a structured web-based teaching program and self-regulated learning resource designed to strengthen the students’ understanding of trigonometry concept. We designed the WBI to have various characteristics, such as interactive features, contextual problems, guided feedback, and integrating the principles of Realistic Mathematics Education (RME) in it. We involved 21 students as the participants to evaluate the platform using a mixed-method approach. In terms of validity, the experts unanimously judged that the Sine and Shine platform is strongly valid. In terms of practicality, the teacher and students feedback confirmed that the platform was very practical. In terms of effectiveness, we conducted a statistical analysis and found out that the mean score of post-test was 83.44, significantly higher than the school’s minimum mastery criteria (t = 6.1602, p = 2.87e-06), and the paired sample t-test between pre- and post-tests yielded p = 7.20e-16. The normalized gain score was 0.72, indicating a high level of improvement in conceptual understanding. These results demonstrate that Sine and Shine is a valid, practical, and effective digital learning tool that significantly enhances the students’ understanding of trigonometry and promotes self-regulated learning.

Exploring teachers' strategies in planning in-depth learning of science in junior high school

2025-09-27T03:39:33+00:00

This study aims to construct an effective deep science learning planning model for junior high school teachers on the topic of living systems and cells, focusing on teacher perceptions, student readiness, and the instructional challenges encountered. A descriptive qualitative method was employed, involving in-depth interviews with science teachers and a document study of instructional plans. The findings reveal that deep science learning planning model is contingent upon a fundamental transformation of the teacher’s role into an instructional orchestrator who integrates spiritual dimensions as substantive learning outcomes. While students exhibited metacognitive gaps in navigating experimental inquiry, the study highlights the efficacy of faded scaffolding strategies and virtual laboratory integration in enhancing student self-efficacy amidst resource constraints. The research concludes that despite the systemic tension between time-intensive inquiry and standardized assessments, the adaptation of flexible scaffolding is crucial for bridging scientific reasoning with national testing policies. These results corroborate existing frameworks on deep learning while providing a practical model for teachers in constructing self-identity through an awareness of the Creator’s design in science.

Addressing the low students’ cognitive learning outcomes in Biology using CTL model: A case from SMA N 14 Kota Jambi

2026-01-22T22:34:11+00:00

Education plays an important role in developing students’ thinking abilities as reflected in their learning outcomes. This research aims to examine the effect of the contextual teaching and learning (CTL) model on the students’ cognitive learning outcomes, which refer to conceptual understanding and cognitive thinking skills across Bloom’s taxonomy levels. This research employed a quasi-experimental design using a non-randomized control group pretest–posttest design. We involved two groups of senior high school students, each consisted of 30 students. The experiment group was taught using the CTL model, while the control group was taught using the problem-based learning (PBL) model. Data were collected through pretest and posttest instruments. The results showed that the experimental class achieved a higher mean posttest score (55.24) than the control class (36.27). One-Way ANCOVA analysis indicated that the CTL model had a significant effect in improving the students’ cognitive learning outcomes in Biology.

Describing the effect of worksheet-assisted PBL on the students’ critical thinking, numeracy, and responsibility

2025-06-19T22:18:44+00:00

This study aims to describe the effect of the problem-based learning model on students' critical thinking skills, numeracy, and sense of responsibility. The research employed a quantitative approach using a one-group pretest-posttest design. The research subjects were seventh-grade students at SMP Negeri 4 Banguntapan, selected randomly. The instruments used included a critical thinking test, a numeracy test, and a responsibility questionnaire. Data were analyzed both descriptively and inferentially using the paired t-test and N-Gain calculations. The results showed p-values ≤ 0.05, indicating significant differences between pretest and posttest scores in critical thinking, numeracy, and responsibility following the intervention. Therefore, it can be concluded that the problem-based learning model assisted by student worksheets positively influences students’ critical thinking skills, numeracy, and sense of responsibility. The improvements in these three aspects fell into the moderate to high categories. These findings indicate that the problem-based learning model is effective in fostering active student engagement, enhancing higher-order thinking processes, and developing positive attitudes toward mathematics learning.

Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum

2026-02-17T09:54:23+00:00

Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD’s Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan’s education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.

Intellectual humility and empathy among junior high school students in Yogyakarta: A correlational study

2026-02-21T06:08:35+00:00

This study examines the association between intellectual humility and empathy among junior high school students in Yogyakarta, Indonesia. Using a quantitative correlational design, the research involved 208 students who completed standardized instruments measuring intellectual humility and empathy. We analyzed the collected data using Pearson’s product moment correlation. The results indicated a statistically significant and positive correlation between intellectual humility and empathy (, ), suggesting that higher levels of intellectual humility are associated with higher levels of empathy. Within the cultural context of Yogyakarta, which emphasizes politeness, mutual respect, and communal harmony, these findings provide empirical insight into the relationship between cognitive and socio-emotional dispositions. The study underscores the relevance of intellectual humility in adolescent character development and socio-emotional learning initiatives in school settings.

Vocational high school students mathematical problem-solving skills in PBL on composite functions

2026-02-18T05:13:16+00:00

Mathematical problem-solving skills remains a critical concern in Indonesian education. PISA 2022 results showing that Indonesian students’ mathematical performance is significantly below the OECD average. This issue is particularly important in vocational high schools, where mathematics is closely related to technical and workplace applications. Although Problem Based Learning (PBL) has been widely reported as effective in improving students’ problem-solving skills, most previous studies were conducted in general senior high schools and primarily focused on learning outcomes rather than examining students’ problem-solving processes in depth. Research specifically analyzing vocational students’ problem-solving characteristics at each stage of Polya’s framework within PBL, particularly on composite functions, remains limited. This study aims to fill this gap by qualitatively analyzing Grade XI vocational students’ mathematical problem-solving characteristics at each stage of Polya’s framework within PBL instruction on composite functions. A qualitative descriptive approach was employed involving 34 students. Data were collected through validated essay tests, observations, and interviews. Data analysis was conducted using data reduction, data display, and conclusion drawing techniques. The findings indicate that most students were categorized at a moderate level (83.33%), demonstrating adequate procedural ability but weaknesses in the planning and reflection stages. The study highlights an imbalance between procedural and metacognitive development and suggests the need for explicit scaffolding in planning and reflection to strengthen vocational students’ systematic problem-solving skills.

GeoGebra-assisted instructional strategies for developing the students’ mathematical communication skills: A systematic review in Indonesian high schools

2026-02-08T14:58:19+00:00

This systematic review aims to identify, categorize, and evaluate the effectiveness of GeoGebra-assisted instructional strategies reported in various published studies in developing mathematical communication skills among Indonesian high school students. Specifically, the review seeks to: (1) identify and categorize the types of GeoGebra-assisted instructional strategies employed by Indonesian teachers; (2) synthesize evidence regarding their effectiveness on students' mathematical communication skills; and (3) analyze implementation challenges and facilitating factors within the Indonesian educational context. Following the PRISMA framework, the study analyzed 20 empirical articles published between 2024 and 2025 which met the preset criteria. The use of Geogebra in the three predominant instructional strategies, such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning, could enhance students' visual, symbolic, and verbal communication skills. The synthesis reveals that GeoGebra's interactive features facilitate mathematical representation and discourse, though implementation faces challenges including infrastructural limitations and varying levels of teacher readiness. Facilitating factors include GeoGebra's accessibility, visual capabilities, and compatibility with collaborative learning approaches. The novelty of this review lies in its focused synthesis of implementation dynamics within the Indonesian context. Practical implications underscore the need for targeted professional development and institutional support to optimize GeoGebra integration. This study contributes an evidence-based framework to guide educators and policymakers in fostering effective, communication-oriented mathematics instruction.

Improving students' chemical literacy skills through experiential learning on global warming concepts

2026-02-16T08:03:49+00:00

Improving chemical literacy is an important task in learning in the global and sustainable development era. However, chemistry learning at schools still tends to focus on mastering theoretical concepts. Therefore, a learning model that is able to provide meaningful and contextual learning experience is needed, one of which is the experiential learning model. The experiential learning model is considered capable of facilitating students in constructing knowledge and developing chemical literacy skills. This study aims to analyze students’ chemical literacy skills before and after learning using the experiential learning model on the topic of global warming, as well as analyzing their improvement. This study employed a quasi-experimental method with a one-group pretest–posttest design and was conducted in two public senior high schools in Sleman Regency, Indonesia, with a sample of 144 Grade X students. Data were collected using chemical literacy tests that had been validated theoretically and empirically. The data were analyzed using a paired t-test and N-gain scores. The results showed a significant difference between pretest and posttest scores, with an improvement in chemical literacy skills in the medium category. These findings indicate that the application of the experiential learning model is effective in improving students’ chemical literacy skills on global warming topics.

Pillars of transformative leadership in the regulation of teacher assignment as school principal: A case from Indonesia

2026-02-28T14:23:21+00:00

The Government of Indonesia has replaced its Ministry of Education Regulation Number 40 of 2021 with the Regulation Number 7 of 2025, which is well known as the Permendikdasmen No. 7/2025. This fundamental policy reform concerning the assignment of teachers as school principals was introduced to address structural challenges and evolving demands within the national education system. The regulatory shift reflects an effort to strengthen leadership quality in response to increasingly complex local, national, and global educational contexts. Accordingly, this article aims to explore the pillars of transformational leadership embedded in the new regulation and to examine their relevance to the projected profile of future school principals in Indonesia. This study uses a literature review with a descriptive-analytical approach that integrates analyses of regulatory materials, leadership literature, and relevant policy documents. The results of this study indicate that replacing regulations governing the assignment of teachers as school principals has led to fundamental shifts from administrative to visionary, ethical, inclusive, and adaptive leadership. Permendikdasmen No. 7/2025, as a new regulation, emphasizes the importance of moral integrity, shared motivation, innovation, and personal attention in creating transformative school principals. This regulation aligns with the needs of future school principals, as it clearly emphasizes school leaders with strong character, the ability to adapt to change, and a commitment to educational transformation. Overall, this new regulation offers a progressive paradigm that could improve the quality of school leadership in Indonesia. However, the limitation of this study lies in its focus on the analysis and interpretation of the material, without including empirical data on its implementation. Therefore, further research is needed to comprehensively explore actual practices and their impact on school performance.

The role of engineering-related attitude and learning interest on mechanical reasoning: A structural equation modeling study

2026-02-08T12:36:51+00:00

The results of previous research have not revealed the factors that influence mechanical reasoning, as a preparatory step to improve the mechanical reasoning abilities of engineering students. Based on this, the purpose of this study is to determine a factor model of engineering-related attitude and interest in learning in influencing mechanical reasoning. This study used a cross-sectional study design. The sampling technique used was purposive sampling, involving 30 mechanical engineering students and 72 civil engineering students from the Faculty of Engineering at Universitas Islam Ogan Komering Ilir Kayuagung. The study was conducted using a questionnaire with four Likert-type scale options. The questionnaire consisting of 13 items on mechanical reasoning, 8 items on engineering-related attitudes, and 8 items on interest in learning. The research data were analyzed using Structural Equation Modeling (SEM) using the SmartPLS4 application. SEM analysis involves two stages: measurement model testing and structural model evaluation. Overall, the results of the PLS-SEM model evaluation show that all indicators have met convergent validity and reliability, the independent variables do not experience multicollinearity, 42.1% of the variation in the mechanical reasoning variable can be explained by the relationship between the indicators that form the construct, and both engineering-related attitudes and learning interests are important and significant factors in influencing mechanical reasoning ability. This study contributes to the existing literature in mechanical reasoning by providing an empirically validated structural model that clarifies the significant roles of engineering-related attitudes and learning interest in explaining variations in students’ mechanical reasoning ability.

Developing PBL-based worksheet to foster self-confidence and problem-solving skills in learning transformation geometry

2026-02-24T12:07:52+00:00

This research aims to develop a valid and practical Problem-Based Learning (PBL) student worksheet to facilitate them fostering their self-confidence and problem-solving skills in learning transformationa geometry. Using the ADDIE model, this research involved 20 ninth-grade students of a private junior high school in Yogyakarta to learn the concepts of reflection and rotation using the worksheet. The worksheet integrates PBL syntax, self-confidence descriptors, and Polya's problem-solving indicators. The validation by experts and teachers yielded an average score of 90.36% (very high), while the students’ response on the worksheet practicality yielded an averagfe scores of 90% (small group) and 88.75% (large group). The scores mark a very practical indicator of the worksheet. The existence this worksheet enriches the best practices of the efforts to foster self-confidence and problem-solving skills among students.