Jul 2026· ETDC: Indonesian Journal of Research and Educational Review· Vol 5, pp. 2201-2211· 0 citations· 34 references
Abstract
Sociology education in secondary schools is expected to develop critical thinking and sociological reasoning, yet instruction often remains teacher-centred and weakly participatory, limiting both the quality of the learning process and the depth of conceptual understanding. This study examined whether embedding a structured cooperative-reflection phase within the Student Teams–Achievement Divisions (STAD) model could improve the process and outcome quality of sociology learning. Using a two-cycle classroom action research design based on the Kemmis and McTaggart model, the intervention was implemented with 40 Grade XI students at a public senior high school in Wajo, Indonesia. Process quality was monitored through structured observation of individual and group engagement, and learning outcomes were assessed through validated end-of-cycle tests; data were analysed using qualitative thematic coding and descriptive statistics, with classical mastery set at 85% as the success criterion. Classical mastery rose from 92.5% in Cycle I to 100% in Cycle II, and the proportion of students reaching the highest achievement band increased from 85% to 97.5%. More notably, observed engagement indicators—question-asking, volunteering, and contributing to peer groups—were initially low in Cycle I and improved after reflection-informed adjustments such as group rotation and stronger scaffolding in Cycle II. The findings suggest that the gains were driven less by raising bare pass rates, which were already high, than by deepening engagement and consolidating understanding through structured reflection. The study contributes a transferable, reflection-embedded variant of STAD for sociology teaching while acknowledging the limits of single-class action research.
The development of Higher-Order Thinking Skills (HOTS) is an important agenda for 21st-century education, but pedagogical mechanisms explaining how HOTS develops in junior high school classroom practices, particularly in mathematics learning, are still limited. This qualitative study explores the role of transformative learning in mediating students' HOTS development through critical reflection, epistemic dialogue in the classroom, and the meaning of learning experiences. The study used an interpretative-constructivist paradigm with an instrumental qualitative case study design. Data were collected through learning observations of 77 students (grades VII = 27; VIII = 25; IX = 25), in-depth interviews with three teachers (G1-G3), semi-structured interviews with 15 students, and analysis of learning documents. Thematic-reflective analysis resulted in four themes: (1) the gradual and contextual development of HOTS across levels, (2) critical reflection as the main trigger for analysis and evaluation, (3) epistemic dialogue as a space for testing and assessing arguments, and (4) the transformation of learning orientation from a focus on answers to the quality of thinking processes and justification. The findings suggest that HOTS develops through a spiral trajectory influenced by the intensity of reflective scaffolding, norms of classroom dialogue, and a classroom culture that is safe for experimenting and revising reasoning. This study contributes by mapping the mechanisms of how and why transformative learning facilitates HOTS in a junior high school context while also offering practical implications for the design of sustainable reflective and dialogic learning.
M. B, Sriyanti Mustafa, Marwati Abd. Malik· Frontiers in Education· 0 citations
Social studies learning in the Independent Curriculum requires a contextual, participatory, and oriented learning experience that strengthens the Pancasila Student Profile. However, learning practices in elementary schools still tend to be dominated by conventional approaches, so that students' active involvement in understanding science concepts and developing character is not optimal. This study aims to describe the implementation of project-based science media through Volta Drive Connect, analyze student responses, and strengthen the three-dimensional Pancasila Student Profile in science learning. This study used a descriptive qualitative approach with 18 grade IV students of Kakuka National Elementary School. Data was collected through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that implementing Volta Drive Connect encouraged active student involvement throughout the learning process. Indicators of mutual cooperation are evident in the sharing of roles during collaborative assembly, discussion, retrying, and problem-solving activities. The indicators of mutual cooperation were evident in group cooperation (88.9%), role sharing (77.8%), and mutual help (83.3%). Critical reasoning indicators were seen through the ability to ask questions 66.7%, analyze problems 72.2%, and draw conclusions 61.1%. Meanwhile, creative indicators emerged in the ability to generate ideas (72.2%), try alternative solutions (83.3%), and modify the results of work (55.6%). The novelty of this research lies in the use of simple science media that connect the concept of energy to daily life and also show the strengthening of students' character that develops during the learning process. Thus, project-based simple science media can be an alternative to IPAS learning that is contextual and meaningful, and that supports the strengthening of the Pancasila Student Profile.
Learning strategies that are focused not just on academic success but also on the development of social attitudes—particularly tolerance in the setting of a heterogeneous society—are required by inclusive education. The purpose of this study is to examine how collaborative learning in inclusive education helps students at the Pondok Modern Darussalam Gontordevelop attitudes of tolerance. This study combined a case study design with a qualitative methodology. Students, instructors, and caregivers at Islamic boarding schools participated in semi-structured interviews, participant observation, and documentation to gather data. Thematic analysis approaches were used to analyze the data. The study's findings show that regular use of collaborative learning techniques fosters an inclusive and engaging environment for social interaction in both the Islamic boarding school's formal and informal learning activities. Through processes of positive interdependence within groups, open discourse, collaborative reflection, and institutional support for the inclusion concept, students develop tolerance attitudes. Students can observe firsthand how to manage conflict, appreciate diversity, and develop empathy in the Islamic boarding school's communal life through collaborative learning. By supporting collaborative learning as an educational approach that contributes to the development of emotive and social values, this study makes a theoretical contribution. The study's practical conclusions suggest that enhancing collaborative learning is essential to creating inclusive Islamic boarding school-based instruction.
This study aimed to improve the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial, IPAS) learning outcomes of Grade IV students at Elementary School Syota, Pulau Moa District, Southwest Maluku Regency, Indonesia—a school situated in a remote, outermost, and underdeveloped (Terdepan, Terluar, dan Tertinggal, 3T) archipelagic region—through the implementation of the Picture and Picture cooperative learning model. A Classroom Action Research (CAR) design was employed, comprising two cycles conducted from August to September of the 2024/2025 academic year and involving 12 Grade IV students (8 male, 4 female) as research subjects. Data were collected through written achievement tests, structured classroom observation, and documentation and were analyzed using quantitative descriptive statistics benchmarked against the school's Learning Objective Achievement Criteria (Kriteria Ketercapaian Tujuan Pembelajaran, KKTP). The findings indicated classical learning mastery increased consistently across the three assessment points, from 45.45% at the pre-test to 63.63% at the end of Cycle I and 100% at the end of Cycle II, accompanied by a rise in the class mean score from 72.72 to 85.00. Reflective refinements introduced between cycles — including strengthened scaffolding, improved visual instructional materials, and more consolidated formative feedback — were instrumental in the substantial gains observed in Cycle II. The findings offer a low-cost, technology-independent instructional alternative that teachers in resource-constrained island schools can readily adopt to strengthen conceptual understanding and active participation in IPAS instruction.
Wasti Yakobus, S. Ritiauw, Sefanya Sairiltiata· ETDC: Indonesian Journal of...· 0 citations
This study aims to improve students’ learning outcomes through the implementation of the Problem-Based Learning (PBL) model in Islamic Education (PAI) for seventh-grade students at SMPN 2 Pringgasela. This research employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection stages. The study was conducted collaboratively between the teacher and the researcher as an observer. Data were collected using learning outcome tests and observation sheets to assess teacher and student activities. Quantitative analysis was used to determine individual and classical mastery, while qualitative analysis examined the implementation process. The results showed significant improvements across cycles. Classical mastery increased from 60.71% in Cycle I to 89.28% in Cycle II. Teacher activity scores improved from 65.21 to 86.95, and student activity scores rose from 60.86 to 86.95. These findings indicate that the PBL model effectively enhances student learning outcomes and classroom engagement
Yunda Assyuro Hanun, Akhmad Asyari, Mimodje Noupeyou Modeste et al.· The Nexus Journal of Educati...· 0 citations
Despite increasing policy emphasis on proactive learner discipline management strategies in schools, their implementation remains uneven in the Malawian education system. This study examined the effectiveness and practical application of proacttive discipline strategies in Malawian secondary schools using a mixed-methods embedded design guided by transformational leadership theory and choice theory. The target population comprised school management team members, student council leaders, education managers, and learners who had been suspended or dismissed. Quantitatively, a sample of 380 participants was drawn from twenty secondary schools using stratified random sampling, with sample size determined by the Yamane formula. Qualitatively, purposive sampling was employed to conduct in-depth interviews with 12 participants to capture their lived experiences with disciplinary management strategies. Quantitative data was analysed using descriptive and independent-samples t-tests, while qualitative data was analysed through thematic analysis. The findings revealed a persistent gap between the recognition of preventive strategies and their consistent implementation. While clear school rules received strong endorsement (88.9%), learner participation in decision-making remained limited (56.6%), reflecting continued hesitation toward shared governance. Statistically significant differences were observed between boarding and day schools in the use of positive reinforcement (p = 0.045) and supervised study practices (p = 0.003), suggesting contextual variation in implementation. Qualitative evidence indicates that proactive efforts are constrained by limited resources, insufficiently trained counselling personnel, and entrenched fault-finding disciplinary cultures, resulting in largely reactive responses to learner misbehaviour. The study concludes that proactive discipline management in Malawian secondary schools is widely recognised but inconsistently implemented, making it more aspirational than operational. It recommends strengthening guidance and counselling services, enhancing learner participation, investing in positive reinforcement, and promoting supportive and proactive discipline strategies to improve learner behavioural outcomes.
Wezzie Memory Mtika, Gift Masaiti, Kapambwe Mwelwa· African Quarterly Social Sci...· 0 citations