JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian

Application Of Practicum-Based Project Based Learning To Improve Science Literacy And Student Participation In Elementary School

2026-05-10T04:23:37+00:00

Science learning in elementary schools is often dominated by conventional methods, resulting in low science literacy and limited student participation. This study aims to examine the effectiveness of practicum-based Project Based Learning in improving science literacy and student participation. A quantitative approach with a one-group pretest–posttest design was employed involving 34 fifth-grade students. Data were collected through science literacy tests and observation sheets of student participation. The results showed a significant improvement in students’ science literacy, with the average score increasing from 68.41 to 86.76 and an N-Gain score of 0.58, categorized as moderate. In addition, student participation improved as reflected in increased engagement during discussions, experiments, and project activities. These findings indicate that practicum-based Project Based Learning provides meaningful learning experiences and effectively enhances both science literacy and student participation.

Geometric Analysis of Pahudu Andung (Human Motif) In Pahikung Woven Cloth from East Sumba

2026-05-13T04:21:03+00:00

This study aims to explore and document the mathematical concepts (ethnomathematics) contained in the Pahudu Andung motif (human motif) on the Pahikung woven cloth typical of Melolo, East Sumba. Through an ethnographic approach, this study explores the cultural, historical, and technical dimensions of the motif's creation, which have been passed down through generations. Data were collected through participatory observation, documentation, and in-depth interviews with three expert weavers (tenabi) in the Umalulu region. The results show that the Pahudu Andung motif is not merely a decorative element, but rather a visual representation rich in the geometric concepts of transformation and plane shapes. Ethnomathematic analysis identified the application of the principle of bilateral symmetry (reflection) in the body structure of the motif, translation in the repetition of the "X" pattern, and dilation (scale) in the rhombus shape. In addition, the use of basic geometric shapes such as a trapezoid as a foundation, a rectangle on the trunk, and a rhombus on the head with precise acute-angled details was found. This study concludes that local weavers have intuitively applied complex geometric concepts in preserving the philosophical values ??of victory and strength through woven art.

Qur’anic Values-Based Deep Learning Approach and Junior High School Students’ Mathematics Academic Competency Test Outcomes

2026-05-22T02:13:39+00:00

This study examines the relationship between a Qur’anic values-based Deep Learning approach and junior high school students’ Mathematics Academic Competency Test (ACT) outcomes. The study responds to a critical instructional issue in mathematics education: learning is often reduced to procedural fluency, while contemporary academic assessment requires conceptual understanding, reasoning, reflective judgment, and knowledge transfer. In Islamic educational contexts, this issue is particularly significant because Qur’an-memorizing students possess disciplined learning dispositions that can be pedagogically activated through meaningful, mindful, and joyful learning experiences. This quantitative correlational study involved 40 junior high school students who had memorized at least Juz 30 of the Qur’an. The data consisted of Qur’anic values-based Deep Learning scores and Mathematics ACT scores. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Spearman’s rho correlation, and simple linear regression. The findings showed that the Deep Learning score had a mean of 71.00 (SD = 12.82), while the Mathematics ACT score had a mean of 77.33 (SD = 11.74). Since the data were not normally distributed, Spearman’s rho was applied. The analysis revealed a very strong and significant positive relationship between the variables (rs = 0.991; p < 0.001), with regression explaining 98.2% of the variance in Mathematics ACT outcomes.

Risk Management of the Maternal Care Telehealth Platform: A Case Study of Hallo Mama Using the ISO 31000:2018 Approach

2026-06-11T03:47:10+00:00

Maternal care telehealth platforms face multidimensional risks, including operational, data security, regulatory, and human resource challenges. This study analyzes risk management for Hallo Mama, a doula-based telehealth platform, using ISO 31000:2018 through a descriptive case study and RPN method. A total of 21 risks across six domains were identified, with six classified as high priority (RPN ? 15), including service delays, SOP violations, data breaches, staff burnout, privacy issues, and cash flow instability. After implementing targeted mitigation strategies, all residual risks decreased to medium levels (RPN 8–9). This study offers a practical risk management framework for digital maternal health startups in Indonesia

Navigating Resistance And Adaptation: Reinforcing Teachers’ Growth Mindset In Deep Learning Practices Under The Merdeka Curriculum Framework

2026-05-10T04:22:47+00:00

This study aims to analyze teachers’ resistance toward the implementation of the deep learning approach within the Merdeka Curriculum and to examine the role of growth mindset in reducing such resistance in order to support the achievement of national education goals. The study employed a qualitative descriptive approach supported by quantitative data obtained through a closed-ended questionnaire distributed to teachers across several regions in Indonesia via Google Forms. The instrument consisted of ten questionnaire items representing the variables of resistance to deep learning and growth mindset. Data were analyzed using simple descriptive statistics. The findings indicate that teachers’ resistance should not merely be interpreted as a form of rejection, but rather as a rational response to various challenges, including limited pedagogical competence, insufficient professional training, heavy administrative workloads, and inadequate educational facilities and infrastructure. In addition, some teachers perceived that the deep learning approach had not yet demonstrated significant differences compared to previous instructional approaches, particularly in improving academic achievement and fostering students’ character development. This condition reflects a gap between policy expectations and classroom realities, suggesting that the implementation process remains in a transitional phase. Nevertheless, growth mindset plays a significant role in reducing teachers’ resistance, as educators with a growth-oriented mindset tend to be more open to change, adaptive, and reflective in improving the quality of learning practices. Therefore, the successful implementation of deep learning largely depends on teachers’ readiness, systemic support, and the transformation of educators’ mindsets through comprehensive efforts, such as simplifying administrative demands, improving the quality of professional development programs, and strengthening the learning ecosystem to ensure that educational practices can be implemented effectively and sustainably

The Impact of Digital Literacy on STEM Competencies among High School Students

2026-06-09T07:17:53+00:00

This study analyses the influence of digital literacy on the STEM (Science, Technology, Engineering, and Mathematics) competencies of high school students. Digital literacy is one of the key 21st-century competencies that plays a role in helping students access, evaluate, and utilize digital information to support STEM learning. The study employed a quantitative approach using a survey design that involved 133 high school students as respondents. Data were collected using digital literacy and STEM competency questionnaires that met validity and reliability criteria. Data analysis was conducted using descriptive statistics, Pearson’s correlation, and linear regression. The results indicate that students’ digital literacy levels fall into the high category (M = 3.968; ? = 0.890), and their STEM competencies also fall into the high category (M = 3.618; ? = 0.899). Correlation analysis showed a positive and significant relationship between digital literacy and STEM competencies (r = 0.661; p < 0.001). Regression results indicate that digital literacy has a positive and significant effect on STEM competencies (? = 0.694; t = 10.078; p < 0.001), contributing 43.7% (R² = 0.437). These findings suggest that strengthening the digital literacy can be an effective strategy for improving students’ STEM competencies and supporting their readiness to face 21st-century challenges.

A Paradigms and Theories of Career Development in Technology and Vocational Education and Training (TVET)

2026-06-12T17:21:52+00:00

echnical and Vocational Education and Training (TVET) faces fundamental challenges in preparing learners to navigate an increasingly non-linear and disruptive digital career landscape. This study critically analyzes classical and contemporary career development theories within a constructivist paradigm framework and formulates their implications for TVET career guidance in the Industry 4.0 and 5.0 era. A systematic literature review with critical-conceptual analysis using an adapted PRISMA protocol was employed. The findings reveal that classical theories by Super, Holland, Srebalus et al., Osipow, and Herr and Cramer retain fundamental value; however, their positivistic assumptions are insufficient to address the complexity of digital-era careers. The constructivist paradigm, manifested in Savickas' Career Construction Theory and Lent, Brown, and Hackett's Social Cognitive Career Theory, offers more relevant perspectives by positioning individuals as active agents in constructing career meaning. This article proposes the Integrative Career Guidance Model for TVE in the Digital Era (ICGM-Digital), built upon three pillars: constructivist foundation, adaptive competency development, and systemic contextualization, as a practical framework for TVE institutions in designing holistic and adaptive career guidance programs.

Internalizing Islamic Values in Student Character Building: A Case Study at SMA Negeri 2 Seunagan, Nagan Raya Regency

2026-06-11T04:33:51+00:00

This study aims to analyze the process, forms of activities, operational strategies, and the impact of internalizing Islamic values on student character formation at SMA Negeri 2 Seunagan, Nagan Raya Regency. This study employed a descriptive-analytical qualitative approach, collecting data through participant observation, in-depth interviews, and documentation studies with the principal, teachers, students, and parents from January to June 2026. Data analysis followed the interactive model of Miles, Huberman, and Saldana. The results showed that the internalization of Islamic values progresses through three stages: value transformation, transaction, and transinternalization. This process is integrated through intra-curricular, co-curricular, and extra-curricular pathways, utilizing five key strategies: exemplary behavior (uswah hasanah), habituation, persuasive advice (mau'izhah), monitoring, and parental partnership. This internalization is proven to have a significant impact on shaping a holistic student character across five key dimensions: increased worship awareness (spiritual), discipline and courtesy (moral), social empathy (social), ethics-based critical thinking (intellectual), and strong independence and work ethic (productive).

Women in STEM and TVET: A Systematic Review of Participation, Barriers, and Career Development (2022–2026)

2026-06-11T04:33:04+00:00

In the era of digital transformation and the green economy, women's participation in STEM fields as well as Technical and Vocational Education and Training (TVET) is essential to achieving gender equality and meeting labour market needs. Gender differences in STEM education and employment continue to exist in many countries despite various laws intended to boost women's involvement. The purpose of this project is to investigate research trends, participation types, obstacles, and career development tactics for women in STEM and TVET between 2022 and 2026. The PRISMA 2020 guidelines were followed for conducting a Systematic Literature Review (SLR). Using keywords like women, STEM, TVET, gender equality, and career development, articles were located in the ScienceDirect database. The results show that there has been an upsurge in study on women in STEM and TVET, with an emphasis on career development, mentorship, role models, gender hurdles, and women's involvement. Gender stereotypes, discrimination, poor self-efficacy, and restricted access to mentors and professional networks are the most commonly mentioned obstacles. Strengthening mentorship programs, offering female role models, fostering digital capabilities, and enacting more equitable labour and education laws are among suggested tactics. The findings of this study have significance for developing gender-equitable vocational education programs that support women's long-term employment in STEM fields.

Research-Based Islamic Education Curriculum Reformulation:Epistemological Reconstruction, Design, Implementation, and the Role of Teachers and Lecturers in Contemporary Islamic Education

2026-06-12T17:24:28+00:00

The current crisis in the relevance of Islamic religious education is no longer solely related to the issue of student morality, but also concerns the curriculum's ability to respond to social change, scientific developments, and the transformation of digital technology. This article aims to analyze the urgency of research-based reformulation of the Islamic Religious Education (PAI) curriculum as a new paradigm for Islamic education that is more reflective, critical, and adaptive. The research uses a qualitative approach with a critical literature study design. The results show that the conventional PAI curriculum is still predominantly normative-doctrinal in nature and has not fully developed an inquiry-based academic culture. Research-based curriculum reformulation allows for the simultaneous integration of revelation, rationality, social experience, and educational technology. Teachers and lecturers are no longer positioned as transmitters of knowledge, but as intellectual facilitators and producers of Islamic educational knowledge. This article emphasizes that research-based transformation of the PAI curriculum is a strategic necessity in building contextual, humanistic, and future-oriented Islamic education.

Curriculum-Based Love as Innovative Learning in Madrasahs

2026-06-15T01:59:09+00:00

The Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC) is a revolutionary policy initiative rolled out by Indonesia’s Ministry of Religious Affairs and officially launched on 24 July 2025 to present a more humanistic, inclusive and spiritually grounded model of madrasah education. The implementation of this curriculum at the Madrasah Ibtidaiyah (MI) level has its own challenges and opportunities, given the need to address the developmental characteristics of elementary school children. The study adopts a literature review approach to explore the policy framework and implementation of KBC in MI drawing on previous research and official policy documents. KBC is based on the Decree of the Minister of Religious Affairs No. 1503/2024 and the Decree of the Director General of Islamic Education No. 6077/2025 based on 46 sources formed on five core values (Panca Cinta), namely love for God, knowledge, self and others, the environment, and the homeland. The results of the study show that the implementation of KBC can improve character building, reduce intolerance, improve empathy, and promote students’ learning independence. But there remain hurdles around teacher preparedness, lack of resources and pushback against change from traditional ways of teaching. The study concludes that KBC’s effectiveness largely depends on the teachers’ capacity as role models, humanistic administration and supervisory support, and integration of immersive learning, blended learning and child-friendly digital technologies.

The Dynamics of Religious Moderation in Al-Makmur Islamic Boarding School: Gaps Between Curriculum, Culture, and Students' Religious Practices in the Digital Era

2026-06-15T01:58:47+00:00

The The digital era has shifted religious authority among santri from a pesantren-centered structure to a more open and fragmented sphere. However, previous studies have largely framed religious moderation as a normative concept and have paid limited attention to its practical dynamics within the interaction of curriculum, pesantren culture, and digital media. This study aims to explore the dynamics of religious moderation implementation at Al-Makmur Tungkar Islamic Boarding School. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis, and analyzed inductively using an interactive model. The findings indicate that the implementation of religious moderation is complex and non-linear. The internalization of moderation values within the curriculum remains predominantly cognitive, while pesantren culture serves as a strong yet no longer absolute arena for value transmission. Furthermore, digital media has generated a phenomenon of dual authority that contributes to fragmentation between religious values, pesantren culture, and santri's religious practices. This study concludes that religious moderation constitutes a dynamic and negotiative social practice in the digital era.

Development and Evaluation of an AI-Integrated Project-Based Learning Model for Technical and Vocational Education

2026-06-15T01:59:37+00:00

The rapid advancement of Artificial Intelligence (AI) technologies presents significant opportunities for transforming pedagogical approaches in Technical and Vocational Education and Training (TVET). This study describes the systematic development and empirical evaluation of an AI-Integrated Project-Based Learning (AI-PjBL) model designed to enhance technical competency, problem-solving skills, and digital literacy among vocational students. Using an educational design research methodology, the model was developed through iterative cycles of design, implementation, and evaluation. Participants consisted of 120 vocational students across two cohorts. Data were collected through competency assessments, student engagement surveys, and teacher observation rubrics. Results indicate statistically significant improvements in technical skill acquisition (p < 0.01), higher-order thinking, and collaborative performance compared to conventional instruction. The findings suggest that the AI-PjBL model offers a viable and scalable framework for modernising TVET curricula and preparing students for Industry 4.0 demands.

Students’ Perceptions of Chatgpt Use in Vocational and Engineering Education Practicum: A Descriptive Qualitative Study

2026-06-21T04:41:33+00:00

The study is aimed at exploring students’ perception of using ChatGPT in the Multimedia and Internet practicum in vocational and engineering education context. The subjects of this study were 28 students of the Multimedia and Internet practicum course in Electronic Engineering Education Study Program of Universitas Negeri Padang. Data were collected through written open-ended responses and analyzed using thematic analysis using MAXQDA. The findings indicate that students viewed ChatGPT as a beneficial and practical learning aid that assisted them in searching for information, generating ideas, clarifying concepts, solving problems, and completing projects. However, students also identified a number of limitations i.e., limited responses, premium access, less accurate answers, confusing explanations and potential dependence on ChatGPT. The word-cloud analysis confirmed the thematic findings, showing dominant terms related to usefulness, ease, speed, project work, multimedia production, limitation, cost, and dependence. These results indicate that the potential of using the ChatGPT in project-based multimedia practicum needs to be accompanied by critical verification, lecturer guidance and integration with other learning resources such as modules, tutorials and hands-on practice.

The Spatial Void: Indonesia's Political Ecology of Legal Contradictions Created the humanities incident of flash floods in Sumatra’s 2025

2026-06-23T07:28:29+00:00

This article examines the regulatory tensions between Law No. 23/2014 on Regional Government, which emphasizes the reconcentration of authority, and Law No. 6/2023 (the Job Creation Law), which mandates the centralization of licensing through a deregulatory framework. The study focuses on Sumatra, a region characterized by high ecological vulnerability and its role as a strategic hub for extractive expansion. Utilizing a juridical-normative methodology complemented by secondary spatial analysis, this study finds that ambiguities in environmental oversight authority have catalyzed a surge in deforestation and recurrent hydrometeorological disasters. The results demonstrate that deregulation, pursued under the guise of streamlining investment, has systematically dismantled the ecological protection functions previously vested in regional authorities. This "institutional displacement" has created a governance vacuum that prioritizes short-term economic output over the bio-geophysical stability of the Sumatran landscape. The findings suggest that without a substantive synchronization of regulations that restores "ecological veto" power to local governments, the island remains at critical risk of systemic ecosystem collapse.

Analyzing Formative Test Results for Descriptive Questions on Paragraph Main Ideas in Elementary Students.

2026-06-11T04:21:06+00:00

This study aims to analyse the achievement of formative test results of fifth grade students on the main idea of paragraphs based on Bloom's taxonomy (C1-C6) in elementary schools. This study uses a descriptive quantitative approach. The subjects of this study were 15 students of grade V.B of SD Negeri 1 Makarti Jaya. The instrument used was a formative test in the form of essay questions arranged based on Bloom's taxonomy cognitive level. The research data were obtained through formative test results which were then analyzed using descriptive statistics and percentage of achievement. The results showed that the average score of students was 75 with a median of 77, mode of 75, minimum score of 37, and maximum of 95, and a standard deviation of 17.8. A total of 11 students had achieved learning mastery, while 4 students had not yet completed and needed remedial. After remedial and enrichment, the final results showed that 13 students (86.67%) were in the very good category and 2 students (13.33%) were in the good category. Based on the cognitive level analysis, students' abilities at the low to intermediate levels (C1–C3) are classified as good, while those at the high levels (C4–C6) still need improvement. Thus, it can be concluded that students' formative test results on the main idea of paragraphs are generally in the good category, but efforts are needed to improve higher-order thinking skills.

The Effect of PlantNet Application on Students' Learning Outcomes in Plant Classification: A Quasi-Experimental Study

2026-06-15T02:07:50+00:00

This research aims to address the low understanding of students in the material of plant classification which is caused by the learning activity that is primarily theoretical and lacks a direct learning experience. This study aims to analyse the effectiveness of the PlantNet application in improving the learning outcomes of tenth-grade students at MAN 1 Banda Aceh. This is quantitative research with quasi experimental method with the design of one group pretest-posttest design, and the number of samples are 40 students, taken by simple random sampling. The data collection instruments were observation sheets, pretest and posttest instruments and student response questionnaires. The results showed an increase in students’ learning outcomes with an average score of 82.3 to 98.1 and an N-Gain score of 0.89 in the high category. The mean difference test showed a statistically significant difference in students’ learning outcomes before and after the implementation of the PlantNet application. In addition, the student responses to the use of the application are very good. Results of this study show that the application of PlantNet is effective in improving student learning results on plant classification material and provides meaningful learning supported by technology.