Proceedings of International Conference on Research in Education
International Conference on Research in Education (ICRE) 2025 adopts the theme "AI and the Future of Global Education: Harnessing Technology for Human Dignity and Ecological Sustainability" This conference is conceived as an interdisciplinary scholarly forum that fosters rigorous academic inquiry into the integration of technological innovation, reflective pedagogy, and humanistic values within global education systems. By convening academics, practitioners, and policymakers from diverse national and disciplinary backgrounds, ICRE 2025 seeks to formulate educational strategies that are not only responsive to the dynamics of contemporary change but also fundamentally grounded in the principles of human dignity and ecological sustainability. ICRE 2025's Theme: "AI and the Future of Global Education: Harnessing Technology for Human Dignityand Ecological Sustainability" Focuses: 1. AI and the Transformation of Global Education 2. Curriculum, Learning, and Assessment for the Future of Education 3. Deep Learning and Innovation in the Digital Era 4. Humanism in Digital Education 5. Education Policy in the Digital Era 6. Teacher Competencies in the AI Era: Digital Literacy and Ethical Skills 7. Character Education in the Digital and AI Era 8. Other Topics in the Field of Education
The development of computational thinking modules for grade VII students to improve problem-solving skills
This study aims to develop a computational thinking module for seventh-grade students. The type of research is research and development. The method used is ADDIE. The research was conducted by analyzing students' needs for computational thinking modules. The needs analysis stage is carried out by collecting data regarding the curriculum used by the school, the curriculum regarding coding and artificial intelligence, and school development in the self-improvement class subject. Based on these needs, the modules were designed and developed according to learning outcomes and school characteristics. The implementation was conducted in SMP Islam Al Azhar 26 Yogyakarta on July 2025.
Copyright (c) 2025 Beni Utomo, Paulina Heruningsih Prima Rosa, Nur Ernawati, Muhammad Khanafi Jazuli, Fatwa Ika Widarti, Nanda Amalia (Author) https://creativecommons.org/licenses/by/4.0
Digital classroom catechesis for beta learners in the era of artificial intelligence
This article examines the design of digital catechesis for Generation Beta learners in the era of Artificial Intelligence (AI). There is a critical research gap between AI-shaped learning environments and existing catechetical models, which often remain informational, technocratic, or influenced by dogmatic scientism. Drawing on Barna Institute data (on Gen Z as the spiritual precursor) and McCrindle’s generational framework (Gen Beta as the first cohort formed within ambient AI), the study establishes the learners' context. Integrating Yuval Noah Harari’s data-centric analysis with Pope Francis’s theology on digital culture, an interdisciplinary theoretical framework is developed. The Research Question is: How can digital catechesis for Generation Beta resist dogmatic scientism while remaining faithful to the kerygmatic, relational, aesthetic, and mystical dimensions of Christian formation? Utilizing a qualitative conceptual methodology integrating theoretical analysis and constructive theological reflection, the Research Findings indicate that approaches centered on narrative encounter, relational accompaniment, aesthetic mediation, and ethical discernment are more effective than content-driven models. The article’s Novelty lies in reimagining digital catechesis as a theologically intentional formative ecology that critically integrates AI while safeguarding the integrity of Christian kerygma and spiritual depth.
Copyright (c) 2025 Mutiara Andalas (Author) https://creativecommons.org/licenses/by/4.0
Understanding Anak Dalam Tribe students’ experiences with deep learning-based AI-generated voice cloning of Tumenggung
Education for Suku Anak Dalam has always represented an encounter between two worlds of knowledge about the modern logic of schooling and the oral wisdom sustained by the spiritual authority of the Tumenggung. This study explores that question by integrating AI-generated voice cloning of the Tumenggung’s voice into a deep learning-based approach. Drawing on a qualitative approach framed by third-generation Cultural-Historical Activity Theory, we examine how this digital artifact mediates the relationships among teachers, students, and indigenous values. The findings reveal that the Tumenggung’s digital voice is not merely a replica, but a cultural dialogue space that rekindles a sense of belonging, fosters affective engagement, and builds epistemic bridges between culture and technology. Ultimately, the study suggests that the essence of educational innovation does not lie in machines that imitate humans, but in humans who rediscover their humanity through technology.
Copyright (c) 2025 Diah Octavia Kusuma Wardani, Yundi Fitrah, Hadiyanto, Sophia Rahmawati, Umil Muhsinin (Author) https://creativecommons.org/licenses/by/4.0
Implementation of generative artificial intelligence as co-creator to assist students in research proposal writing
The development of Generative Artificial Intelligence (GenAI) technology has opened up new opportunities in the field of education, serving as a collaborative partner in the learning process. This study aims to explore the implementation of GenAI as a co-creator in assisting students in writing research proposals and students’ responses to the implementation. This study is descriptive-qualitative research. The research subjects are students taking the Research Proposal course in the odd semester of 2025/2026 in the Economics Education Study Program, Sanata Dharma University. Data collection techniques include interviews and questionnaires. Result of this research are: 1) students use GenAI platforms such as ChatGPT, Claude, and Google Gemini as co-creators in various stages of research proposal writing, ranging from finding ideas, developing background, literature review, to proposal finalization; 2) Students have positive responses regarding the implementation of GenAI to assist students in writing research proposals. The positive responses are students feeling assisted in writing research proposals, students feeling confident and self-assured, students being able to write research proposals with better quality, and students having enough time to finish proposal. This research contributes to developing innovative learning that integrates artificial intelligence in education, while providing practical recommendations for educational institutions in adopting GenAI technology.
Copyright (c) 2025 Kurnia Martikasari, Dominikus Arif Budi Prasetyo (Author) https://creativecommons.org/licenses/by/4.0
Problem-solving process of pre-service mathematics teachers in statistics
Problem-solving skills are essential for pre-service mathematics teachers as a foundation for guiding students in addressing mathematical challenges. However, students’ problem-solving abilities in statistics courses remain relatively low. This study aims to analyze the problem-solving processes of pre-service mathematics teachers in a statistics course at Universitas Muria Kudus, Indonesia, based on their levels of problem-solving ability. Employing a qualitative–exploratory design, data were collected through statistical problem-solving tests and in-depth interviews, and then analyzed using Miles and Huberman’s qualitative framework, which involves data reduction, data display, and conclusion drawing. Thirty-three students participated and were categorized into five ability levels. The results indicate that students with very high abilities demonstrated systematic reasoning, accurate hypothesis testing, and reflective evaluation. Students with high abilities completed calculations correctly, but often neglected modelling and identification of known elements. Those with moderate abilities could represent and solve problems, but they often skipped strategic planning. Meanwhile, students with low and very low abilities relied mainly on procedural computation without conceptual understanding. The study provides valuable insights for improving pedagogical strategies to strengthen statistical problem-solving competence among pre-service mathematics teachers.
Copyright (c) 2025 Ratri Rahayu, Himmatul Ulya, Evanita (Author) https://creativecommons.org/licenses/by/4.0
Integration of ecological local wisdom in grade VII junior high school Indonesian language coursebooks in Central Java
This study analyses the representation of ecological local wisdom in three seventh-grade Indonesian language coursebooks used in junior high schools across Central Java, Indonesia. Adopting a qualitative design with a content analysis approach, the research examines textual and visual elements—words, phrases, sentences, paragraphs, and illustrations—within the coursebooks. Data validity was ensured through triangulation using multiple ecological and cultural perspectives. The study’s novelty lies in its focus on the integration of ecological local wisdom within Indonesian language materials, a topic that remains underexplored in the Central Java context. The findings indicate that, although elements of local wisdom are present, their ecological dimensions are not explicitly articulated or systematically integrated into the learning materials. Moreover, the identified local wisdoms originate from various provinces—such as Riau, Yogyakarta, Aceh, West Java, East Nusa Tenggara, and Papua—rather than from Central Java itself. This geographical mismatch poses challenges for contextual learning among teachers and students in the region. The study concludes that developing regionally grounded and ecologically responsive Indonesian language coursebooks is essential to promote contextual literacy and strengthen students’ ecological awareness.
Copyright (c) 2025 Titi Setiyoningsih, Sumarwati, Andayani (Author) https://creativecommons.org/licenses/by/4.0
Developing interactive Snakes and Ladders media to enhance students’ understanding of reproductive system concepts
This research aims to develop an interactive Snakes and Ladders learning medium that can improve students' understanding of human reproductive system material. Using the Design Thinking approach, which consists of five stages: Empathize, Define, Ideate, Prototype, and Test. The research examines students' needs and challenges in understanding biology material, particularly the reproductive system, which is often considered complex and abstract. Based on this needs analysis, a solution was developed in the form of an educational board-game-based learning tool that integrates educational elements with gameplay. Initial testing results involving 10 students, obtained qualitatively through feedback and opinions from testing subjects, indicate that this tool effectively enhances student engagement, learning motivation, and material comprehension. The qualitative approach involved collecting data through interviews, allowing researchers to gather in-depth insights into the tool’s effectiveness. Users provided positive feedback on this media due to its fun and interactive nature, as well as its alignment with the principles of the Merdeka Curriculum, which emphasizes experiential learning and active student participation. In addition, this media has the potential to be adapted and used in other subjects. Therefore, this interactive Snakes and Ladders media is considered suitable for use as an effective and meaningful alternative to support learning.
Patricia Lusia Koeswulandari Shan Chai Irwanto
Copyright (c) 2025 Josua Nico Manurung, I Made Enos Arya Teja, Yosefa Maria Dilva, Patricia Lusia Koeswulandari Shan Chai Irwanto, Luisa Diana Handoyo (Author) https://creativecommons.org/licenses/by/4.0
The integration of artificial intelligence in mathematics education: A systematic literature review
The rapid advancement of technology in the Beta generation era continually presents new developments. To keep pace, the world of education must adapt accordingly. The alignment of technological progress with the utilization of artificial intelligence (AI) in education is expected to yield positive impacts. This research aims to analyze the utilization of AI technology implemented in mathematics learning. Employing a qualitative approach with a systematic literature review method, the study draws its literature from Google Scholar, focusing on publications from the last five years (2020 – 2025). The Publish or Perish application was used by the researchers to analyze and manage scientific references. The findings indicate that the utilization of AI can assist students in comprehending concepts and optimizing classroom learning.
Copyright (c) 2025 Dwi Arisma Wahyudi (Author) https://creativecommons.org/licenses/by/4.0
From Ratio Studiorum to Ignatian pedagogy in the era of artificial intelligence
This theoretical paper examines the enduring relevance of Jesuit educational philosophy by tracing its development from the Ratio Studiorum of 1599 to the Ignatian Pedagogical Paradigm (IPP) of 1993 within the horizon of the Artificial Intelligence (AI) era. Using a historical-textual analysis of foundational Jesuit educational documents alongside a systematic conceptual synthesis of contemporary literature on Ignatian Pedagogy and educational technology, the study explores two guiding questions: (1) How does a four- century-old Jesuit educational tradition remain significant in the age of AI? and (2) What distinctive contributions can Jesuit pedagogy offer within technologically mediated learning environments? The findings indicate that the core elements of the IPP – context, experience, reflection, action, and evaluation – provide a humanistic and ethically grounded framework that counters the tendencies toward superficiality, depersonalization, and algorithmic reductionism associated with AI-driven educational models. The paper argues that Ignatian Pedagogy offers educators a vital model for digital discernment, maintaining the primacy of conscience, relational depth, reflection, and the formation of persons for others. These insights highlight the continuing importance of Jesuit education in shaping moral, reflective, and critically aware learners in a rapidly evolving technological world.
Copyright (c) 2025 Sidelizio Ornai Pereira (Author) https://creativecommons.org/licenses/by/4.0
Exploring mathematical literacy for preservice teachers: Identifying contexts, contents, and activities
Mathematics preservice teachers need to be well-prepared to teach students, particularly in fostering mathematical literacy, as the Indonesian government currently emphasizes literacy in both reading and mathematics. This study aims to describe preservice teachers’ ability to identify mathematical literacy questions in terms of: 1) the context and content of the questions, and 2) the activities that support mathematical literacy. This study employed a quantitative descriptive research design using a survey method. Data were collected through a questionnaire administered to 176 mathematics preservice teachers from two universities in Yogyakarta. The data were analyzed using descriptive statistical techniques, including frequency and percentage distributions, to describe preservice teachers’ responses. The findings reveal that 1) preservice teachers were able to identify scientific and personal contexts, but had difficulties in recognizing social and scientific contexts. They successfully identified contents related to space and shape, data and uncertainty, and quantity, but faced challenges with change and relationships. Furthermore, 2) preservice teachers demonstrated the ability to distinguish activities that support mathematical literacy. These findings provide insights for designing appropriate activities to strengthen preservice teachers’ ability to identify mathematical literacy questions or design the questions themselves.
Copyright (c) 2025 Margaretha Madha Melissa (Author) https://creativecommons.org/licenses/by/4.0
Innovating climate and renewable energy education through deep learning and the engineering design process
The rapid advancement of digital technology has transformed educational practices, demanding innovative approaches that foster deep learning and connect knowledge with real-world contexts. This study aims to develop a deep learning pedagogical model based on the Engineering Design Process (EDP) and a triple learning approach (meaningful, mindful, and joyful learning) within renewable energy projects in the digital era. An implementation approach was applied through contextual projects in which students designed and constructed renewable energy systems, engaging in continuous research, critical reflection, and problem-solving. The projects were carried out following the stages of the EDP, namely problem identification, ideation, planning, implementation, testing, and evaluation. The results indicate that the integration of EDP with a deep learning approach enhances active engagement, interdisciplinary conceptual understanding, and reflective awareness of energy sustainability issues. Students demonstrated critical, creative, and collaborative thinking skills through meaningful and enjoyable learning experiences. This model not only fosters ecological awareness but also develops scientific competencies relevant to the demands of 21st-century education. Therefore, the integration of EDP and the triple learning approach represents an educational innovation that supports transformative learning and aligns with the Sustainable Development Goals (SDGs).
Copyright (c) 2025 Nadya Ursula Sarasdewi (Author) https://creativecommons.org/licenses/by/4.0
Nostalgia in musical lyrics within the Orkestra Jawa Senandung Kidung Bocah
The long-held belief that nursery songs are exclusively for children is not entirely accurate. Nursery songs are created by adults from the perspective of a child. Essentially, these songs are a reflection of an adult's stories or imagination about a joyful and memorable childhood. This impression is evident in the lyrics and words found in the nursery songs. Understanding the gap between nursery songs from a child's perspective and that of an adult presents an opportunity for a new discourse on their transformation in the current digital era. This study investigates the transformation of nursery songs in the digital era and within the Orkestra Jawa Senandung Kidung Bocah (OJSKB). To achieve this, a mixed-method approach was used, comparing the traditional nursery folk songs (lagu dolanan anak) with their modern renditions by the OJSKB, and interpreting secondary data from existing literature. The analysis follows three main stages of restatement: (a) rephrasing the data to ensure an accurate understanding; (b) finding and describing the patterns within the data; and (c) interpreting the findings. The research findings are expected to demonstrate the transformation of nursery songs in terms of orchestral arrangement, the manner in which adults perform them, and the musical nostalgia they evoke. This study provides empirical evidence of how children's songs are being transformed in the present.
Copyright (c) 2025 Fortunata Tyasrinestu, A. Keyodia Minangkani R. P. (Author) https://creativecommons.org/licenses/by/4.0
The impact of gadget use on adolescents' sleep quality
The intensive use of gadgets among adolescents is strongly suspected to be a major factor contributing to the decline in sleep quality. This study aims to analyze the correlation between the duration of gadget use at night and adolescents’ sleep quality. The method employed is a literature review of relevant scientific journals. Data analysis was conducted qualitatively using a thematic synthesis technique to identify patterns and relationships between variables from existing findings. The results reveal a consistent positive relationship between the intensity of gadget use, particularly during pre-sleep hours, and the decrease in adolescents’ sleep quality and duration. Psychostimulant content, such as social media and online games, significantly contributes to heightened cognitive arousal (hyperarousal) and anxiety, which further hinders adolescents from falling asleep. It is concluded that excessive gadget use negatively affects adolescents’ sleep through two primary mechanisms: the inhibition of melatonin production by blue light and the increase in cognitive arousal caused by digital content.
Copyright (c) 2025 Yohana Fransiska Destianti Nurasaputri, Lucia Wiwid Wijayanti (Author) https://creativecommons.org/licenses/by/4.0
Correlation between linguistic intelligence and critical thinking skills in solving mathematical problem on matrix algebra
This study aims to investigate the correlation between linguistic intelligence in Indonesian and critical mathematical thinking in solving contextual problems. This study used a mixed methods approach, involving data from 204 eleventh-grade students at SMA Catholic St. Louis 1 Surabaya. A convergent parallel design was applied, with separate analyses conducted for quantitative and qualitative data. Quantitative data were analyzed using descriptive statistics and Pearson Correlation tests to determine the relationship between linguistic intelligence and mathematical problem-solving ability. Qualitative data were analyzed thematically following the Miles and Huberman framework. Findings from both analyses were integrated through triangulation techniques to produce accurate and comprehensive interpretations. Results show that 30% of students demonstrated conceptual thinking, 14.5% semi-contextual thinking, and 55.5% computational thinking. Students' linguistic abilities can be associated with six core components of critical thinking: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Out of a total of 204 students, the average achievement for each component was 27.21% (interpretation), 20.59% (analysis), 21.32% (inference), 22.06% (evaluation), 20.59% (explanation), and 27.94% (self-regulation). This finding indicates that linguistic contributions can influence how students solve contextual problems. Furthermore, linguistic intelligence and mathematical intelligence exhibit a linear relationship, where individuals with high linguistic intelligence tend to have high logical thinking skills. Overall, these findings can help provide several practical implications for adapting problem-solving skills and effective teaching/learning.
Copyright (c) 2025 Leonardus Dimas Fernandatama, Patricia Laras Hernawati, Anung Wicaksono (Author) https://creativecommons.org/licenses/by/4.0
Trends and thematic directions culturally responsive teaching on students’ writing skills in multicultural classrooms: A systematic literature review
This study presents a systematic review of the development of Culturally Responsive Teaching (CRT) in the teaching of writing skills within multicultural classrooms. The review aims to identify patterns in research development, map publication trends and thematic distributions, and interpret the theoretical and practical implications of existing findings to propose future research directions. The review procedure follows PRISMA guidelines, using Scopus-indexed publications up to 31 October 2025 as the primary data source, complemented by bibliometric analysis conducted with VOSviewer to reveal the intellectual structure and dynamics of the field. The findings indicate that research on CRT in writing instruction predominantly addresses the integration of students’ linguistic and cultural backgrounds, identity reinforcement, and inclusive instructional design. The theoretical insights confirm CRT’s contribution to enhancing instructional relevance and students’ critical awareness, while practical implications are reflected in increased student engagement and improved writing performance. Identified research gaps highlight the need for conceptual studies in developing-country contexts, longitudinal examinations, and the development of adaptive CRT pedagogical models aligned with technological advancements.
Copyright (c) 2025 Ari Suryawati Secio Chaesar, Andayani, Raheni Suhita (Author) https://creativecommons.org/licenses/by/4.0
The effect of the SOPLE learning model on students’ learning outcomes in the topic of environmental change and conservation
The purpose of this study is to investigate how students’ learning results in the area of environmental change and conservation are impacted by the SOPLE (Self-Study, Opening, Practice, Listening, Evaluation) learning paradigm. The Flipped Classroom and the SAVI approach (Somatic, Auditory, Visualization, Intellectually) are combined in the SOPLE model to promote engaging and meaningful learning. There was a nonequivalent control group in a quasi-experimental design. Class XA was the regular group at St. Maria Iteng Private Senior High School, Manggarai, NTT, taught using traditional techniques, while Class XB was designated as the experimental group, taught using SOPLE. Multiple-choice pretest and posttest items made up the research instruments. The posttest difference between the experimental and regular groups was shown to be statistically significant by the Mann-Whitney U test (U = 34.000, Z = -4.017, p < 0.001). With a large effect size (r = 0.68), the experimental class's mean rank (25.00) was greater than the regular class (11.39). These results suggest that the SOPLE model works to enhance biology learning outcomes for students, especially when it comes to environmental subjects.
Copyright (c) 2025 Handrianus Eka Uma, Luisa Diana Handoyo, Benyamin Suna, Martina Indah Widyaningsih (Author) https://creativecommons.org/licenses/by/4.0
The relationship between reading habits and students' academic achievement in the digital era
The phenomenon of declining interest in traditional reading among students is seen, despite increasingly easy access to information through digital devices. The development of the digital era brings various conveniences in accessing information, but on the other hand, it poses challenges to students' reading habits, which in turn affect their academic achievement. Literature review is conducted. Several sources, such as journals, articles, and books relevant to the topic, are reviewed. A clearer understanding of the relationship between reading habits and students' academic achievement in the digital era is sought. The results indicate that reading habits contribute significantly to improving students' academic achievement. Previous studies indicate that educational success is influenced not only by cognitive abilities but also by sustainable literacy habits. The main obstacles identified include low regular reading habits, the influence of social media, and limited availability of reading materials. The correlation between reading interest and academic achievement is in the moderate category with a positive relationship. Educational success is not only determined by cognitive abilities but also by a consistent and high-quality literacy culture. Therefore, synergy between traditional and digital reading is an important strategy for building more effective learning patterns in the digital era.
Copyright (c) 2025 Wiwiana Oktaviani Sun, Lucia Wiwid Wijayanti (Author) https://creativecommons.org/licenses/by/4.0
The effect of numbered heads together (NHT) and problem cards on 10th-grade students’ collaboration and communication skills
This study aimed to determine the effect of the Numbered Heads Together (NHT)-type cooperative learning model assisted by Problem Card media on the collaboration and communication skills of class X students of SMA Negeri 10 Semarang. The type of research used is a quasi-experimental with a Posttest-Only Control Group Design. The research sample consisted of students in classes X-9 (control class) and X-10 (experimental class), each totaling 35 students. Data were collected using an observation sheet and a questionnaire. Data analysis used the Independent Sample t-Test. The results obtained were an Asymp. Sig. (2-tailed) value on the observation sheets and questionnaires of 0.000 < 0.05. Therefore, Ha is accepted, which indicates that the NHT type cooperative learning model assisted by Problem Card media has an effect on the collaboration and communication skills of class X students in biology learning at SMA Negeri 10 Semarang. Further researchers can examine the comparative effectiveness of the NHT learning model assisted by problem cards with other cooperative models on students' collaboration and communication skills in other materials or lessons.
Copyright (c) 2025 Vita Herlina, Siti Mukhlishoh Setyawati, Elina Lestariyanti (Author) https://creativecommons.org/licenses/by/4.0
Using in-situ simulation in undergraduate nursing clinical examination: Lessons and perspectives of educators and students from Sultan Qaboos University, Oman
Undergraduate nursing education traditionally separates theoretical learning from clinical practice, often creating a gap between what students learn and how they apply it in real settings. To bridge this gap, simulation has emerged as a powerful tool for integrating theory and practice while enhancing students’ problem-solving skills. In-situ simulation, conducted within hospital environments, was introduced in Fall 2022. The objectives of this study are (1) to explore students' and faculty's experience with using in-situ simulated examinations, (2) to identify challenges and lessons from using in-situ simulated clinical examinations, and (3) to identify strategies to improve in-situ simulated clinical hospital-based examinations. Qualitative data were collected from eight student focus group interviews and eight in-depth interviews involving faculty members. Participants were purposively selected, and informed consent was obtained before data collection. A reflexive thematic analysis approach was used to analyze participant data. In-situ simulation provided authentic, real-life learning opportunities that better reflected clinical realities. The experience was both challenging and rewarding, since hospital-based simulations exposed learners to real noise, distractions, and teamwork dynamics. Educators were also able to assess students’ performance under realistic conditions. The study concludes that in-situ simulation should be prioritized in nursing education as it effectively bridges the theory-practice gap and prepares students for the complexities of real clinical environments.
Copyright (c) 2025 Gerald Matua Amandu, Judie Arulappan, Arcalyd R. R. Cayaban, Asma Al Yahyaei, Sulaiman Al Sabei, Cherrie Ann Ballad, Maryam Al Harrasi, Wafa Al Hasni, Arwa Atef Obeidat Obeidat, Faisal Al Rashdi (Author) https://creativecommons.org/licenses/by/4.0
Teachers’ ethical skills in the use of AI: A literature review on practices, challenges, and development directions in Indonesia
Artificial Intelligence (AI) technology has developed rapidly and significantly influenced various aspects of life, including education. One of its impacts is on the role of teachers in utilizing AI within the learning process. The use of AI in education requires teachers to possess ethical skills to ensure that the technology is applied safely, responsibly, and in alignment with moral principles. This study aims to systematically examine the ethical skills of teachers in Indonesia in the context of AI utilization within educational settings. The research employed a literature review method with a qualitative descriptive approach, drawing from various scholarly sources such as accredited journals, academic books, and articles from reputable repositories relevant to the topic. The findings reveal that: (a) teachers’ understanding of AI ethical principles remains limited, (b) AI ethical competencies are not explicitly stated in the national teacher competency standards, (c) schools or educational institutions lack specific policies on AI usage, and (d) access to facilities and technology remains uneven across schools. These findings highlight the need to strengthen AI ethics literacy through training programs and the formulation of clear policies to support ethical and inclusive AI implementation in Indonesian education.
Copyright (c) 2025 Ruuhuly Ikbari Husna, Winda Greatta Zakiah (Author) https://creativecommons.org/licenses/by/4.0
Designing a human-centered framework for preservice mathematics primary school teachers: Integrating computational thinking, reflective pedagogy, and ethnomathematics
This paper develops a human-centred curriculum framework for preservice primary school teachers that integrates computational thinking, reflective pedagogy, and ethnomathematics. Applying a Conceptual Systematic Review (CSR) approach, the study synthesises conceptual and empirical literature from 2010 to 2025 to clarify each domain and map intersections relevant to teacher preparation. The framework positions computational thinking as a pedagogical tool for structured problem solving, reflective pedagogy as the ethical and metacognitive anchor, and ethnomathematics as the cultural and ecological grounding. Anticipated outcomes include enhanced teacher readiness for technology-rich classrooms, strengthened culturally responsive practice, and improved capacity for ethical decision-making. The paper concludes with implications for course design, program assessment, and future empirical validation.
Copyright (c) 2025 Christiyanti Aprinastuti (Author) https://creativecommons.org/licenses/by/4.0
Clustering senior high school students’ numeracy score in Java using the K-means algorithm
Numeracy skill is a key ability that supports critical thinking and is assessed in Indonesia through the Minimum Competency Assessment. This study aims to (1) analyze high school students' numeracy skills in Java based on four numeracy domains and three cognitive levels; and (2) cluster students’ numeracy skills using the K-Means algorithm with the Davies-Bouldin Index (DBI) as the evaluation metric. The data were obtained from the education data portal for the year 2021–2023. The process went through several stages: data cleaning, normalization, feature selection, clustering, and validation using the Davies–Bouldin Index (DBI). The results indicate a steady improvement in students’ numeracy performance, with average scores increasing from 51.18 in 2021, 54.08 in 2022, and 59.19 in 2023. The clustering process resulted in four clusters in 2021 and 2022 and two clusters in 2023. The clustering results revealed four distinct groups in 2021 and 2022, representing high, moderate, fluctuating, and low numeracy performance across regions. In 2023, these merged into two clusters, indicating reduced disparity and greater uniformity in students’ numeracy achievement across Java. Furthermore, it provides insights for educators and policymakers to design targeted interventions to improve students' numeracy skills and reduce learning gaps across regions.
Copyright (c) 2025 Daviana Widya Maurora Putri, Adhi Surya Nugraha (Author) https://creativecommons.org/licenses/by/4.0
The influence of social media on behavior and characteristics of teenagers
Social media use in the current digital era is widespread among all groups, especially teenagers. Social media certainly influences the behavior and characteristics of its users, both positively and negatively. This paper aims to examine the effects of social media use on the behavior and characteristics experienced or acquired by adolescent users. This paper was conducted using a literature review method sourced from several journals and articles circulating online. The results of several journals and articles regarding the influence of social media on the behavior and characteristics of adolescents indicate that social media has both positive and negative effects. Some positive effects include expanding friendship networks, improving communication skills, and serving as a forum for interpersonal discussion. Some negative effects include making adolescents addicted to social media, leading to cyberbullying, and triggering deviant behavior. Based on the literature review, it can be concluded that social media does indeed have both positive and negative effects on the behavior and characteristics of adolescent users. Positive effects include improving communication skills and expanding relationships, while negative effects include addiction and triggering deviant behavior.
Copyright (c) 2025 Margaretha Ratih Setyaningsih, Lucia Wiwid Wijayanti (Author) https://creativecommons.org/licenses/by/4.0
Educational model for elementary school in Ketapang
Ketapang is one of the 3T areas (outermost, foremost, lagging), a district in West Kalimantan Province. Ketapang Regency faces many problems, including economic, social, infrastructure, health, and educational issues. In the field of education, many problems are faced by both teachers and students in implementing learning. This study aims to reveal the current state of education and identify suitable learning models for the Ketapang area, particularly in the interior. The research location covers the northern, central, and southern parts of Ketapang. The data sources in this study included priests, teachers, students, and parents. Data were obtained through interviews, documentary studies, and observations in the three regions. The data analysis used included 1) reduction of the data obtained, 2) presentation of the data, and 3) drawing conclusions. The study's results suggest that the ideal educational framework for Ketapang Regency should focus on fostering educators' empathy and sincerity, employing media to boost student understanding, rewarding students, and ensuring educators enforce discipline to enhance learning effectiveness.
Copyright (c) 2025 Sebastianus Widanarto Prijowuntato (Author) https://creativecommons.org/licenses/by/4.0
Culturally responsive early childhood education: teachers’ perspectives and practices on local culture in Indonesia
In response to cultural homogenization driven by globalization, integrating local culture into early childhood education (ECE) supports culturally responsive pedagogy. This study explores how ECE teachers in Indonesia perceive and apply local culture in curriculum and lesson planning. Using a cross-sectional survey of 74 teachers in Lebak Regency, Banten, the study analyzed cultural awareness, planning behavior, and teaching strategies. Results show that teachers value local traditions and incorporate food, clothing, games, housing, and folklore into classroom activities using project-based learning, field trips, and discussions. These are commonly integrated into thematic units like “My Environment” and “My Country.” However, only 30.41% of teachers formally document cultural elements in lesson plans, indicating a gap between practice and written curriculum. This gap may hinder the formal preservation of intangible heritage. The study highlights the need for institutional support and professional development to strengthen the alignment between teaching practices and curriculum documentation.
Copyright (c) 2025 Rohita, Elindra Yetti, Tjipto Sumadi (Author) https://creativecommons.org/licenses/by/4.0
Students' experiences and perceptions of the habit of staying up late
A person can be considered responsible if they consciously and intentionally do things that have a positive impact on the body. Unfortunately, in today's modern era, staying up late or sleeping late is a habit considered common among college students. This literature review aims to explore students' experiences and views on the habit of staying up late, identify its impacts on physical and mental health as well as academic activities, and formulate strategies for improving healthy lifestyle behaviors in an effort to reduce or avoid the habit of staying up late. This literature review method consists of the collection, examination, and objective analysis of data regarding the habit of staying up late in college students. The results of the literature review reveal that staying up late in college is influenced by academic demands, social activities, and ineffective time management patterns, which can disrupt sleep cycles, reduce productivity, increase the risk of emotional disorders, and worsen concentration. The findings indicate that the habit of staying up late has a significant impact on students’ well-being, both physically and mentally.
Copyright (c) 2025 Egidius Christianto Nugroho, Kluit Ferrieli Daeli, Benedictus Satrio Adi Wicaksono, Lucia Wiwid Wijayanti (Author) https://creativecommons.org/licenses/by/4.0
Chemistry education students' difficulties in understanding English literature
Chemistry education students often face challenges in comprehending English-language literature, although most chemistry literature is published in English. These difficulties lead to reluctance in reading, as the material is considered complex and time-consuming, potentially hindering optimal development of scientific knowledge. This literature review analyzes seven journal articles to identify the difficulties, contributing factors, and impacts experienced by chemistry education students in understanding English-language literature. The results indicate that students struggle with grasping main ideas, implied information, and vocabulary. The implementation of basic English courses has been shown to improve students’ abilities, as evidenced by enhanced vocabulary, reading, and writing skills, and positive responses to effective, easy-to-understand, and useful teaching methods. Therefore, while challenges remain, learning basic English plays a crucial role in enhancing chemistry education students’ ability to comprehend scientific literature.
Copyright (c) 2025 Angelina Engrita Rambu Hana, Gabriela Yulianty Nindya, Monica Friska Gulo, Lucia Wiwid Wijayanti (Author) https://creativecommons.org/licenses/by/4.0
Practicality of problem-based mathematics worksheets assisted by GeoGebra to enhance students’ mathematical conceptual understanding
Problem-Based Learning (PBL) is an instructional model that uses authentic problems. Integrating PBL with GeoGebra promotes active engagement and exploration of mathematical concepts. It also helps develop creativity and supports the use of critical thinking skills in problem solving. This combined approach leads to a more comprehensive understanding of mathematics. Effective implementation requires a structured strategy. Instructional tools must be accessible to both teachers and students throughout the process. This study aims to identify and describe the practicality of student worksheets (LKPD). The research method used in this study is Research and Development (R&D), following the ADDIE model. Although the ADDIE model consists of 5 stages, this research only consists of 3 stages, namely the analysis, design stages and development stages, as it aims to describe the practicality of the instructional tools. Practicality was carried out by teachers and students. The results showed that the device, on average, received a positive response from students and teachers. These instructional tools are designed for Grade XI senior high school students. The practicality results indicate that LKPD also received an excellent rating across all assessed aspects. Therefore, the LKPD is deemed suitable to improve the mathematical concept understanding of students.
Copyright (c) 2025 Yosi Cahyaningtiyas Fitri, Al Jupri, Zetriuslita (Author) https://creativecommons.org/licenses/by/4.0
Contemplative discernment in a digital age: Ignatian pedagogy and the promise of AI-mediated education
This article investigates how Ignatian Pedagogy can inform and transform the use of artificial intelligence (AI) in education, with the aim of promoting human dignity, ethical discernment, and ecological sustainability. The research objectives are threefold: (1) to explore the compatibility between the Ignatian Pedagogical Paradigm (IPP) and AI-mediated learning environments; (2) to identify pedagogical risks and ethical concerns arising from AI integration; and (3) to propose a model that aligns AI-supported practices with Ignatian educational values. The study employs a qualitative, conceptual research method through critical analysis of literature on Ignatian pedagogy, AI ethics, and educational innovation, complemented by contextual reflection based on the Indonesian educational landscape and the mission of Sanata Dharma University. The findings suggest that while AI offers pedagogical enhancements, it also requires frameworks that preserve relationality, reflection, and human formation. The article proposes a hybrid Ignatian-AI model structured around the IPP’s five dimensions—context, experience, reflection, action, and evaluation—each critically examined for its AI-compatible applications. The article concludes that Jesuit education can lead the way in developing ethically grounded, spiritually aware, and contextually sensitive approaches to AI-mediated education.
Copyright (c) 2025 Bernardus Agus Rukiyanto (Author) https://creativecommons.org/licenses/by/4.0
Hearts in the lab, hands for the earth: AI bioinformatics in rural education (a phenomenology study)
This study explored the integration of technology (AI and bioinformatics) in socio-ecological projects as a means of strengthening character values among high school students who enrolled in biotechnology for young learners. These students came from three different schools in Northern Luzon, Philippines. Conducted within a biotechnology enrichment class for young learners, the project encouraged students to address real-world environmental challenges in the rural communities of Tuguegarao, Gataran, and Antipolog in the Northern Philippines. The learning cycle comprised three phases: students were first introduced to innovative technologies and applications; they then investigated issues affecting local rivers and soils; and finally, leveraging AI and related applications, they designed enzymes with potential use in bioremediation. Guided by a qualitative phenomenological approach, this research focused on the lived experience of students for their experienced character development, scientific engagement, and rich personal reflections from students. The observation class, students’ reflection, and the deep interview were compiled and clustered into a coding system with pointers: basic skills on AI and biotech before joining the program, empathy, critical thinking, collaboration, and a sense of social responsibility. Beyond technical skills in AI and bioinformatics, the project fostered empathy, critical thinking, collaboration, and a sense of social responsibility. The findings highlight the potential of technology-based socio-ecological projects not only to enhance scientific literacy but also to cultivate character values essential for human dignity and ecological sustainability. This approach demonstrated how integrating AI-driven biotechnology education with local environmental contexts can empower youth to become ethically grounded innovators in addressing global challenges.
Copyright (c) 2025 Edwardo L. Magallanes, Wahyu Wido Sari (Author) https://creativecommons.org/licenses/by/4.0