International Journal on Education Insight

Developing an English web-based learning application for senior high school students

Haiyudi Haiyudi, Suprayuandi Pratama — Mon, 16 Mar 2026 00:00:00 +0000

This research focuses on the development of LearningMu, a web-based English learning application designed for senior high school students in rural areas, particularly Belitung Regency, Indonesia. The initiative was motivated by persistent obstacles such as limited digital facilities, low student engagement in conventional classrooms, and the lack of cultural contextual learning resources. A research and development method was applied with the ADDIE development approach, enabling iterative refinement of the system based on continuous feedback from both teachers and students. The primary goal was to create an interactive, user-friendly, and accessible platform that supports autonomous learning. Trial implementation involving 30 students and three English teachers demonstrated that LearningMu provides an attractive interface, straightforward navigation, and locally relevant materials. The integration of multimedia resources, gamified quizzes, and monitoring features is hoped to enhance students’ motivation, language comprehension, and collaboration between schools and parents. Overall, the findings suggest that LearningMu is an effective and innovative tool to reduce educational disparities in underserved communities, and its modular design offers potential for wider adoption in similar contexts.

Promoting healthy eating habits in preschool education through experiential learning

Francisca Cardoso Silva, Filipe Couto — Tue, 17 Mar 2026 00:00:00 +0000

This study reports on an educational intervention developed during a supervised internship in a preschool setting in Portugal, aiming to promote healthy eating habits and environmental awareness among children aged three to six years old. The project, titled “Hands-on Food: Promoting Healthy Eating Habits in Preschool Education”, was implemented at a preschool in northern Portugal between February and June 2025. It adopted a qualitative, descriptive, and participatory approach, using experiential and play-based methods to engage children in activities such as building a food pyramid, planting seeds, preparing simple recipes, and participating in games and discussions about food and nature. Data was collected through observation, field notes, and feedback from the classroom teacher, and analyzed thematically. The findings indicate that the intervention increased children’s understanding of food groups and healthy dietary choices, fostered their autonomy in food-related tasks, enhanced their curiosity about food origins and environmental sustainability, and improved social interaction and cooperation. Although the project was of limited duration, it provided meaningful evidence that early childhood education can be an effective setting for promoting health literacy and encouraging lifelong healthy eating habits.

Developing Pancasila education e-module using Panrita Lopi context and Wordwall media to foster the fifth graders’ learning motivation and national character

Andi Arbaina Fariza, Muhammad Nawir, Abdul Azis — Tue, 07 Apr 2026 00:00:00 +0000

The Pancasila education e-module based on Panrita Lopi culture integrated with Wordwall media was developed to strengthen students' motivation and national character. Pancasila education is a subject that teaches Indonesia’s national ideology called Pancasila, while Panrita Lopi refers to a local maritime cultural value emphasizing wisdom and craftsmanship in boat-making from South Sulawesi. This study aims to (1) develop the e-module, (2) analyze its validity, (3) analyze its practicality, and (4) analyze its effectiveness on students' motivation and national character. The method used is Research and Development (R&D) with the ADDIE development model developed by Dick and Carey, involving 29 fifth-grade students of SD Negeri 27 Matekko. The developed e-module features interactive learning content, cultural contextualization, and game-based evaluation through Wordwall media. The results indicate that the e-module is highly feasible, practical, and effective for use in learning. This is evidenced by validation results from media, material, and cultural experts, each obtaining a score of 100% (very valid). Practicality is shown by teacher responses (99%) and student responses (97%), as well as motivation (97) and national character (95) in very good categories. Effectiveness is demonstrated by an increase in pretest scores (77) to posttest (94), normal data distribution, and paired sample t-test results (sig. 0.001 < 0.05), indicating H₀ is rejected and Hₐ is accepted. The N-Gain result (0.7107 > 0.70) is categorized as very effective. Thus, the e-module is valid, practical, and effective, and significantly improves students' motivation and national character.

Reducing English speaking anxiety through voice-based AI chatbots: Evidence from classroom implementation

Daniel Ari Widhiatama, Elysa Hartati, Lu'luil Maknun — Fri, 17 Apr 2026 00:00:00 +0000

This study investigates the effectiveness of voice-based AI chatbots, such as C-AI, Parlalingo, and Copilot in reducing foreign language classroom anxiety among English Language Education students. Speaking anxiety remains a major barrier to students’ willingness to communicate, particularly in EFL contexts where opportunities for authentic interaction are limited and fear of negative evaluation is high. Hence, this research aims to examine whether incorporating voice-based AI chatbots over a ten-week period can significantly reduce students’ anxiety levels. A quantitative pre-experimental design was employed involving 33 students. Before conducting pre-test and post-test, data were collected using an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics, Shapiro–Wilk normality test, and paired-samples t-test were used to analyse the data. The results showed that the mean anxiety score declined from 3.31 (SD = 0.37) in the pre-test to 3.03 (SD = 0.38) in the post-test. The paired-samples t-test showed that this decrease was statistically significant (p < .001) with a moderate-to-large effect size (Cohen’s d = 0.74). However, challenges such as occasional technical problems and the need to verify AI-generated responses were also described. Overall, the findings suggest that voice-based AI chatbots have the potential to reduce speaking anxiety and foster positive learning experiences. This study highlights the promising role of voice-based AI chatbots in supporting both affective and pedagogical aspects of language learning. Further study employing more rigorous experimental designs is recommended to establish their effectiveness more conclusively.

Lecturers’ perception on the core curriculum minimum academic standard (CCMAS) at Tai Solarin Federal University of Education

Thu, 06 Aug 2026 00:00:00 +0000

The Core Curriculum Minimum Academic Standard (CCMAS) is a framework introduced by the Nigerian National Universities Commision in which 30% of the curriculum content can be defined by universities. The framework has attracted the attention of lecturers on whether a 30% flexibility can be really practicable within universities. This study examined the perception of lecturers on the CCMAS at Tai Solarin Federal University of Education using a descriptive survey research design. The study population comprised all lecturers at Tai Solarin Federal University of Education (NUC) with a sample of 61 lecturers. The data were collected using Lecturers’ Perception of CCMAS Questionnaire (LP-CQ) with a reliability coefficient of 0.75. The results indicated that the level of lecturers’ awareness and understanding was high (x = 3.12), perceptions of academic autonomy and curriculum flexibility was moderate (x = 2.78), perceived benefits of implementing CCMAS was moderate (2.80), and perceived challenges of implementing CCMAS was moderate (2.89). The study concluded that the effective implementation of CCMAS is not the sole issue related to the policy design, but also to sustain professional growth, sufficient institutional commitment, and real flexibility of the curriculum that enables the universities to innovate within their unique environments. It was recommended, among others, that NUC should increase institutional contribution beyond 30 percent whereas universities must make use of its contribution to the maximum to demonstrate local realities, industry demands and new global tendencies.

Strategies of Islamic education teachers in developing students’ basic life skills at SD IT Al Hijrah 2

Nur Uswatun Hasanah, Rustam Rustam — Thu, 06 Aug 2026 00:00:00 +0000

This study aims to analyze students' basic life skills, identify the aspects of basic life skills developed at school, and describe the strategies used by Islamic education teachers to improve students' basic life skills at SD IT Al Hijrah 2, a private Islamic integrated elementary school in Deli Serdang, North Sumatra, Indonesia. This research employed a qualitative field research approach. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that students' basic life skills developed in four aspects: personal skills, thinking skills, social skills, and vocational skills. These skills were developed through classroom learning, habituation programs, school culture, and extracurricular activities. The strategies implemented by Islamic education teachers included lectures, Problem-Based Learning (PBL), Discovery Learning, Inquiry Learning, Project-Based Learning (PJBL), Cooperative Learning, discussions, role play, direct practice, modeling, and habituation. These strategies effectively supported the holistic development of students' life skills. Beyond describing classroom practice, this study contributes to the field of Islamic education by showing how Islamic education instruction can be deliberately designed to build students' basic life skills, offering a contextual model for integrating character formation, Islamic values, and 21st-century life competencies at the elementary level.

Implementation STEAM project-based learning to improve the students’ critical thinking skills

Zainatul Hasanah, Erlia Hanum, Cut Roswita, Rahmawati Rahmawati — Mon, 10 Aug 2026 00:00:00 +0000

The lack of students’ critical thinking skills has been widely reported, particularly in biology learning, which often emphasizes memorization rather than higher-order thinking processes. Although various instructional approaches have been proposed, limited studies have specifically examined the integration of STEAM-based project-based learning (PjBL) to address this issue. This gap indicates the need for empirical evidence on how such an approach can effectively enhance students’ critical thinking skills. The purpose of this study was to describe the implementation of STEAM-based PjBL to improve students' critical thinking skills on the topic of environmental pollution. It also aimed to capture the significant difference in students' critical thinking skills before and after the application of STEAM-based PjBL, and the ignificant difference in students' critical thinking skills between students who learn using STEAM-based PjBL and students who learn using conventional learning. It was an experiment with the population was all 10th-grade students at SMA Negeri Peusangan, a public senior high school in Aceh, Indonesia. From the population, we purposively selected 140 students as the sample. The differences in critical thinking skills of the experimental class and the control class were analyzed using the independent sample t-test. The results show that the average N-gain for the experimental class of 72.03. The critical thinking skill gain was 0.93. of the paired sample t-test analysis in the experimental class showed a significance value of ρ < .001, indicating that Ha was accepted. This result demonstrates that there was a significant difference in students' critical thinking skills before and after the implementation of the STEAM-based PjBL in the 10^th-grade of SMA Negeri Peusangan on the topic of environmental pollution, which means the students’ critical thinking was significantly improved.

Enhancing students' cognitive ability on Newton laws through the integrated SSCS-TPACK learning model

Lissa Zikriana, Sharfina Sharfina, Khairunnisak Khairunnisak, Nanda Safarati — Mon, 10 Aug 2026 00:00:00 +0000

This study aims to determine the effectiveness of the integrated SSCS-TPACK model, a model which integrates search-solve-create-share framework and technological-pedagogical content knowledge, in improving students’ cognitive abilities regarding Newton’s laws. In this study, effectiveness is operationally defined as a statistically significant increase in students’ cognitive ability scores following the implementation of this learning model. This study employed a one-group pretest–posttest design involving 30 eighth-grade students from SMP Negeri 3 Peusangan, a public junior high school in Peusangan, Aceh, Indonesia. Participants were selected using a random sampling technique. Data were analyzed using a paired t-test. The results showed a statistically significant difference between pretest and posttest scores (t = 29.08, p < 0.001), indicating that students’ cognitive abilities improved after learning with the integrated SSCS-TPACK model. These findings suggest that the integrated SSCS-TPACK model is effective in improving students’ cognitive abilities in learning Newton’s laws and therefore can serve as an alternative technology-integrated teaching approach to enhance the physics learning process.

Implementing Amin Abdullah’s integrated-interconnected epistemology model in education

Muhammad Arif Darmawan, Zamahzari Zamahzari — Tue, 11 Aug 2026 00:00:00 +0000

This study aims to analyze the implementation of Amin Abdullah’s integrative-interconnective epistemology model in education at Muhammadiyah Boarding School (MBS) Yogyakarta, Indonesia. Employing a qualitative descriptive approach with a case study design, the study involved purposively selected participants consisting of the mudhir (head of the boarding school), vice director for education, school principal, vice principal for curriculum affairs, and teachers. Data were collected through in-depth interviews, participatory observations, and document analysis of curriculum documents, learning activities, institutional policies, and strategic development plans. The data were analyzed using thematic analysis through coding, categorization, theme development, and interpretation of findings. To ensure trustworthiness, source and method triangulation as well as member checking were employed. The findings reveal that MBS Yogyakarta has implemented an integrative approach through curriculum designs that combine Islamic studies and general sciences, interdisciplinary learning activities, and the development of an academic culture that promotes dialogue among diverse fields of knowledge. This implementation reflects the principles of Amin Abdullah’s integrative-interconnective epistemology, which emphasizes collaboration between Islamic sciences, natural sciences, and social-humanities disciplines in addressing contemporary challenges. However, challenges remain, including the limited availability of educators with interdisciplinary competencies and the persistence of dichotomous perspectives among some teachers. Overall, MBS Yogyakarta demonstrates a practical model of integrative Islamic epistemology that can serve as a reference for the development of contextual, inclusive, and transformative Islamic education.

Integrating STEM project into mathematics learning design to improve the students’ mathematical literacy

Wed, 12 Aug 2026 00:00:00 +0000

Students need to develop sufficient mathematical literacy. In reality, however, not all students demonstrate good mathematical literacy. The project-based learning (PjBL) model is a recommended teaching model, then STEM is a broad approach. This echo produces a STEM-integrated project learning model. Based on this description, researchers designed and developed Local Instructional Theory (LIT) in the form of mathematics learning with a STEM-integrated project learning model on the topic of lines and angles. This study uses a design research method, which includes three research stages: preliminary, teaching experiment, retrospective analysis. The research subjects were students taking Geometry courses. Data collection techniques used were interviews, documentation, field notes, and written tests that were collected and analyzed to improve HLT. This study was designed in three activities: creating a Joglo house project with maximum STEM-based enlightenment, identifying the concept of lines and angles and measuring angle sizes, then categorizing the types of angles and understanding the relationships between angles. From the results of all the activities that have been carried out, the learning trajectory provides students with activities that are enthusiastic in learning, creative in creating, active in discussions, and group learning to complete an assigned project. The use of LIT produces a design that has a strong theoretical basis because each learning syntax is compiled based on a synthesis of various theories and empirical research results, then validated through research and development stages.

The Integrating technology into innovative learning environments to support mathematical knowledge, skills, and STEM learning

Rizki Sariningtias, Farida Nurhasanah, Getut Pramesti — Tue, 18 Aug 2026 00:00:00 +0000

This systematic literature review examines how technology is integrated into Innovative Learning Environments (ILEs) to support mathematical knowledge, skills, and STEM learning. Following the PRISMA guidelines, 22 studies published between 2013 and 2025 were selected from Scopus and Google Scholar. The review addressed six areas: research trends, definitions and characteristics of ILEs, forms of technology integration, types of mathematical knowledge and skills developed, contributions to 21st-century skills, and support for STEM integration. The findings indicate that Learning Management Systems, Virtual Learning Environments, interactive simulations, gamification, and Virtual Reality were among the most frequently reported technologies. Across the reviewed studies, these technologies were associated with the development of conceptual and procedural mathematical knowledge and the 4C skills of critical thinking, creativity, collaboration, and communication. Technology-enhanced ILEs also supported STEM integration through interdisciplinary and project-based activities connecting mathematical concepts with science, technology, and engineering contexts. However, the reported outcomes varied according to pedagogical design, teacher readiness, infrastructure, and local context. This review provides an integrated synthesis of the physical, pedagogical, social, and technological dimensions of ILEs and offers implications for the development of contextual technology- and STEM-integrated mathematics learning.

Digital equity in mathematics education: Technology use in academic and vocational tracks

Hesty Ummi Wulandari, Farida Nurhasanah, Dhidhi Pambudi — Fri, 21 Aug 2026 00:00:00 +0000

Digital equity in mathematics education is shaped not only by the availability of devices but also by the quality and purposes of technology use in learning. This study maps how technology is used in mathematics learning across academic and vocational tracks and examines its implications for digital equity. A systematic literature review was conducted following PRISMA 2020 guidelines using the Scopus database, covering publications from 2015 to 2025. A total of 44 selected articles were analyzed through descriptive mapping and thematic analysis to identify technology categories and patterns of use in both tracks. The findings show a clear divide: in the academic track, technology is more often used as cognitive tools to support visualization, conceptual exploration, and higherorder learning. In contrast, in the vocational track, technology is more commonly used for communication, learning management, and strengthening basic skills or remediation. In addition, the evidence base is concentrated in developed countries, while studies focusing on vocational tracks and developingcountry contexts, including Indonesia, remain limited. These results highlight a gap that may reduce vocational students’ learning opportunities. Future research should expand evidence from vocational settings and developing countries, while policy should strengthen pedagogical support so that technology use in vocational education also promotes conceptual understanding and mathematical reasoning.

Developing manual transmission system video for vocational high school students using ADDIE model

Yuli Saputro, Setuju Setuju, Nurcholish Arifin Handoyono — Fri, 21 Aug 2026 00:00:00 +0000

The pedagogical challenge in vocational education is to bridge abstract mechanical concepts with practical technical skills. This study addresses the low learning outcomes in manual transmission materials by developing instructional video media for the Manual Transmission System topic in the Automotive Chassis subject for Grade XI Light Vehicle Engineering students at Tamansiswa Jetis Vocational High School, Yogyakarta. The learning video was developed using the ADDIE instructional design model to provide contextual and visual learning experiences that facilitate students' understanding of complex mechanical concepts and procedures. The feasibility evaluation showed that the developed media achieved a score of 91.5% from material experts and 78% from media experts, indicating that it is suitable for instructional use. Student responses reached 85%, demonstrating that the learning videos effectively enhanced students' understanding and engagement. These findings indicate that contextual digital learning media can significantly reduce the cognitive gap between theoretical concepts and practical applications, making it a valuable instructional resource for improving learning outcomes in vocational automotive education.

From misconceptions to machine models: A decade review of conceptual and technological advances in probability and combinatorics learning

Siti Nur Baiti, Farida Nurhasanah, Triyanto Triyanto — Fri, 21 Aug 2026 00:00:00 +0000

Abstract concept in probability and combinatorics often conflict with students’ intuitive reasoning, creating persistent challenges in teaching and learning. To investigate these challenges a systematic literature review (SLR) following the PRISMA framework was conducted of 50 peer-reviewed articles published between 2015 and 2025. The articles were retrieved through WATASE UAKE, an academic literature discovery platform that provide access to a curated collection of open access educational research published in Scopus Indexed journals across quartile Q1-Q4. This study identified three key findings. First, probability dominates 84% of the literature, yet instruction remains largely mechanistic, with modern approaches such as Bayesian reasoning underutilized especially in primary education. In addition, human-centered strategies such as multiple representations, contextual modeling, and game-based learning have proven effective in addressing misconceptions but are rarely systematized in curricula. Second, while 26% of studies involved technology (CAI, GeoGebra, AI), only 10% used modern AI, and none developed systems that diagnostically adapt to student misconceptions such as equiprobability bias. Third, because curricula treat probability's classical, frequentist, and subjective perspectives as disconnected, future research should pursue cross-cultural, design-based studies that adapt effective pedagogical strategies to local curricula, alongside teacher education programs that build diagnostic competence rather than content mastery alone. This reveals a critical gap: the absence of AI-based learning materials that address the cognitive structures behind errors. This review contributes to mathematics education research by mapping the disconnect between cognitive-pedagogical strategies and AI-based innovation, an integration that remains largely absent from existing research frameworks. It also proposes a cognition-aware AI model as a novel direction for future instructional design. The study calls for curricula that integrate classical, frequentist, and subjective perspectives, and teacher education programs that strengthen epistemological understanding of uncertainty.