International Conference on Humanities, Education, Language and Culture
This conference aims to create a discussion that connects innovation and tradition, ensuring that as we advance technologically, we stay rooted in the cultural and spiritual values that define our humanity. By rethinking humanities education in this way, we can develop learners ready to use digital tools responsibly, support cultural diversity, and help build sustainable and harmonious global societies.
Faculty of Teacher Training and Education Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
Analysis of Teacher Pedagogical Competence in Blended Learning Based Learning in Elementary Schools
Many elementary school teachers continue to face challenges in implementing blended learning due to limited knowledge in designing lesson plans (RPP) that align with this approach, despite having long teaching experience. These challenges highlight a gap between teaching experience and pedagogical competence in applying blended learning effectively. This study aims to evaluate the pedagogical competence of elementary school teachers in implementing blended learning at SDN 003 Siabu. The focus includes (1) teachers' pedagogical abilities, (2) assessment of lesson plans developed using the blended learning model, and (3) teaching practices employing blended learning. A sequential explanatory mixed-methods design was employed, combining quantitative data collection and analysis with subsequent qualitative exploration to gain deeper insights into teacher competencies. The findings show that the average pedagogical competence score was 60 (categorized as sufficient), the quality of blended learning-based lesson plans was rated at 80 (good category), and the teaching practice score reached 84.5 (good category). These results indicate that while teachers demonstrate strong implementation in practice and lesson planning, their foundational pedagogical understanding still requires improvement. This study underscores the importance of continuous professional development to enhance the alignment between teaching experience and pedagogical application in blended learning environments.
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THE ANALYSIS OF TEACHERS' RESPONSE AT PRATAMA WIDYALAYA KUMARA DHARMA KERTI TOWARDS THE GUIDEBOOK OF EARLY CHILDHOOD SCIENCE GAMES BASED ON TRI PRAMANA
This study aimed to analyze the response of teachers at educational institution of Pratama Widyalaya Kumara Dharma Kerti toward the guidebook of early childhood science games based on Tri Pramana. This study was descriptive quantitative research. The study was conducted at educational institution of Pratama Widyalaya Kumara Dharma Kerti located in Badung Regency, Bali. The research instrument used was a teacher response questionnaire that had fulfilled validity and reliability requirements. The questionnaire consisted of three aspects, namenly content, language, and media. The subjects of this study were five (5) B-level teachers at Pratama Widyalaya Kumara Dharma Kerti. The data were analyzed descriptively. The research results indicated that the teachers' response to the guidebook of early childhood science games based on Tri Pramana was into "very good" criteria, with an average questionnaire score of 87.55%. When examined by aspect, each aspect was also classified as very good with details as follows: content aspect at 93.33%, language aspect at 92.00%, and media aspect at 81.00%.
Digital Literacy of EFL Students at Higher Education in Affirmation Areas: A Quantitative Approach
This study examines the digital skills, ethics, safety, and cultural aspects of 100 EFL students across several higher education institutions in designated regions of Indonesia. The study utilized a quantitative research design and a standardized questionnaire to evaluate students' skills in essential aspects of digital competence. The findings indicate that although students possess robust digital abilities, especially in searching and analyzing digital resources (84.2%) and safeguarding personal data (90.2%), there are significant deficiencies in their proficiency with Learning Management Systems (LMS), as just 76.6% display competency. Furthermore, students demonstrated significant awareness of digital ethics, with 91.2% adhering to privacy standards and 85.8% refraining from cyberbullying. The students exhibited commendable practices in digital safety, utilizing strong passwords (90.2%) and exercising prudence in information sharing (92.6%), although they fell short in validating information sources (85%) and updating software (83%). The study revealed that although students demonstrated a solid comprehension of digital culture, a deficiency existed in their engagement with global digital networks (79.6%). The results underscore the necessity for focused interventions in impoverished areas to close the digital divide, augment LMS engagement, and elevate ethical and safety standards. The research provides novel insights into digital literacy within affirmation areas, presenting implications for language learning frameworks in analogous contexts.
Enhancing Students’ Reading Comprehension Through the Use of the Story Retelling Technique with the Support of a Story Map
This study employed a classroom action research design aimed at exploring the effectiveness of the story retelling technique using a story map to enhance students’ reading comprehension of narrative texts. The participants were 28 eighth-grade students from class VIII D at SMPN 2 Kota Bengkulu. To evaluate students' progress, both qualitative and quantitative data were collected. The research instruments included reading comprehension tests and an observation checklist. Based on the analysis of students’ scores from narrative reading comprehension tests and interviews with the teacher, the researcher implemented actions over three cycles. Each cycle concluded with an evaluation test. The findings demonstrated a consistent improvement in students’ reading comprehension. The average score in Cycle I was 71.15, which increased to 74.60 in Cycle II, and further improved to 77.60 by the end of Cycle III. The use of the story retelling technique through story mapping effectively enhanced students’ reading comprehension by increasing their motivation and ability to identify story elements. This improvement was also reflected in students’ more positive attitudes during reading lessons, where they showed greater enthusiasm and became more active in engaging with narrative texts.
The Impact of Translation Shifts on Translation Equivalence: A Linguistic Analysis
Translation shifts play a crucial role in maintaining translation equivalence, as they allow translators to adapt linguistic structures while preserving meaning. This study examines the impact of translation shifts on translation equivalence using a qualitative descriptive method. Data were collected from the novel It Ends with Us through documentation and note-taking techniques. The findings reveal that various types of translation shifts; unit shifts, structural shifts, intra-system shifts, and class shifts significantly influence how meaning, emotional nuances, and sentence structures are conveyed in the target language. These shifts align with the principle of dynamic equivalence, ensuring that the message remains clear and comprehensible despite structural modifications. However, this study is limited to a single literary work, and further research is needed to explore the effects of translation shifts across different text genres and translation approaches. Future studies could also investigate the impact of cultural and ideological factors on translation decisions to provide a more comprehensive understanding of translation shifts and their role in cross-linguistic communication.
EFL Students’ Difficulties and Strategies in Paragraph Writing at Universitas Katolik Indonesia Santu Paulus Ruteng
Abstract: This study examines the difficulties and strategies related to paragraph writing among third semester EFL students of the English Language Education Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng. Data were gathered from 94 students via an online questionnaire by utilizing a quantitative descriptive survey methodology. The results indicate that students encounter moderate difficulties in grammar (M = 3.14), organization (M = 3.13), vocabulary (M = 3.07), content (M = 3.03) and mechanics (M = 2.51). Grammatical difficulties encompass difficulties with tenses, singular/plural forms, and sentence structures. Furthermore, students utilized cognitive and metacognitive strategies to resolve these difficulties. Furthermore, the predominant strategy is avoidance (M = 3.69), categorized as cognitive strategy. Avoidance encompasses the simplification of sentences and vocabulary. Additional cognitive strategies, including resourcing (3.55), verification (3.48), deferral (3.47), retrieval (3.37), and clarification (3.21) are utilized with moderate to high frequency. However, metacognitive strategies such as planning (M = 3.39), monitoring (M = 3.34), and evaluation (3.29) were employed less frequently. The results indicate that students and instructors should prioritize enhancing students' grammatical abilities, while also promoting the application of metacognitive strategies to improve planning and self-regulation.
Analyzing the Impact of the Merdeka Curriculum on Classroom Learning Quality: A Literature Review
The curriculum is the heart of education. Through the curriculum, the government tries to carry out the tasks mandated by the 1945 Constitution. The quality of education must be improved from time to time, adjusting to the needs and development of the people. However, in the process of curriculum transition, there are always problems that occur, there is a phase where teachers and students must adapt to the new curriculum. This is a challenge in itself for teachers in packaging classroom learning to adapt to these changes. The purpose of writing this article is to find out the extent to which curriculum changes affect the quality of classroom learning. The method used in this study is an exploratory approach by reviewing the content or identifying several articles from bothnational and international journals. The results of the study show that both simultaneous and partial changes in the curriculum have an effect on the quality of learning in the classroom. Teachers who are faced with new things are faced with so many challenges in implementing the new curriculum. So sometimes teachers find it difficult to adapt to the demands of the curriculum.
Evaluation and Assessment for Inclusive Education: a Literature Review
Evaluation and assessment in inclusive education are critical aspects and key elements in measuring academic achievement while ensuring that every individual has an equal opportunity to develop their potential. This study aims to identify effective evaluation and assessment strategies applicable to inclusive education across different educational levels. The research employs a literature review method, analyzing previous studies and articles that discuss assessment models and evaluation approaches within the context of inclusive education in elementary schools, secondary schools, and higher education institutions. The findings of this study provide valuable insights for educators and researchers regarding appropriate evaluation instruments and techniques for inclusive education, the challenges encountered, and adaptable strategies to meet the diverse needs of students, including those with special needs. By implementing more inclusive assessment models, education systems are expected to enhance equity and learning effectiveness for all students.
Integration of Mathematics Learning in Improving Problem-Solving Skills for Tourism Vocational School Students in the Hospitality Industry
Vocational education, especially in Vocational High Schools (SMK), plays a crucial role in preparing the younger generation to enter the workforce, especially in the growing hospitality industry sector. Problem-solving skills are one of the skills that are urgently needed, considering the contribution of the tourism and hospitality sector to Indonesia's Gross Domestic Product (GDP). The integration of mathematics learning in the vocational education curriculum is considered one of the effective ways to improve these skills. Mathematics not only serves as a calculation tool, but also as a basis for analysis and proper decision-making in hospitality contexts, such as financial management and profitability analysis. In addition to equipping students with technical skills, this integration also enhances critical and creative thinking skills, which are indispensable in facing complex challenges in the world of work. Students trained in mathematics can quickly calculate maximum capacity and plan effective marketing strategies. Thus, contextual mathematics learning is very important in shaping the competence of vocational school students in the hospitality sector.
Learner Autonomy and Heutagogical Readiness
This study investigated the relationship between learner autonomy and heutagogical readiness among English language learners at Institut Agama Islam Negeri (IAIN) Palopo. A mixed-methods approach examines 127 undergraduate students from the second through fourth years of study in the English language program. Quantitative data were collected through the Learner Autonomy Profile (LAP) and Heutagogical Readiness Assessment (HRA). At the same time, qualitative insights were gathered through semi-structured interviews and classroom observations conducted over one academic semester. The findings revealed that participants demonstrated moderate levels of learner autonomy (M=3.24, SD=0.76) but lower readiness for fully heutagogical approaches (M=2.87, SD=0.92). Statistical analysis indicated a significant positive correlation between prior English learning experiences and current autonomy levels (r=0.68, p<0.01). Students from districts with limited secondary education resources showed more significant challenges in self-directed learning strategies, particularly in goal-setting (M=2.45) and self-assessment (M=2.33) compared to their urban counterparts. Despite these challenges, participants exhibited strong intrinsic motivation to improve their English proficiency (M=4.12, SD=0.54), suggesting potential for developing autonomous learning capacities. Qualitative data revealed that institutional factors, including curriculum design, assessment methods, and technological infrastructure, substantially influenced students' ability to engage in self-determined learning. The Islamic educational context provided unique opportunities and constraints for heutagogical approaches, with religious self-discipline emerging as a potential bridge between traditional pedagogical practices and more autonomous learning models. This research contributes to understanding learner autonomy in culturally specific educational settings. It offers practical recommendations for developing appropriately scaffolded approaches to foster greater self-determination in English language learning within Islamic higher education institutions.
Value Clarification Technic A Learning Model for Student Character and Social Skills Development
The purpose of this study is to examine the application of the value clarification learning model in developing students' character values and social skills. The method used in this study is the Literature Review Study (SLR). Data was collected by searching articles related to the value clarification learning model through the PoP (Publish or Perish) application in international and national journals indexed by Scopus and Google Schoolar. The number of articles reviewed was 25 articles related to the value clarification model, character values and social skills. The data were analyzed using a critical comparative qualitative approach by comparing the results of the study and critiquing the conclusions drawn. The results showed that the application of the value clarification model in learning had a significant influence on the development of students' character values and social skills. However, research has not shown the process of how students obtain these grades through the stages of choosing, prizing, and acting according to learning theory of value clarification.
Innovative Challenges in 21st Century Education: Bridging Technology and Active Learning at SMAN 2 Bulik
This study aims to investigate the impact of technology integration in active learning by the teachers at SMAN 2 Bulik. Education in the 21st century faces significant challenges related to the integration of technology and the implementation of active learning, particularly in Vocational High Schools (SMK) such as SMAN 2 Bulik. This research seeks to identify the challenges and innovations encountered in the educational process. A descriptive qualitative approach was employed. Data were collected through interviews with teachers, the principal, and students, as well as through direct classroom observations. The data were analyzed using thematic analysis. The results indicate that the primary challenges are the lack of teacher training and limited access to technology for students. Nevertheless, the application of active learning methods, such as group discussions and collaborative projects, yielded positive outcomes in enhancing student engagement and understanding. The study concludes that the integration of technology and active learning requires support from multiple stakeholders, including teacher training, equitable access to technology, and strong collaboration with industry. With the appropriate strategy, SMAN 2 Bulik can develop a more effective learning system, thereby improving students' readiness to meet the challenges of an ever-changing job market. The recommendations include the ongoing development and implementation of training programs, incorporating andragogical approaches, robust managerial support, and an emphasis on Continuous Professional Development (CPD).
Psychological Well-being of Elementary School Teachers in Flourishing Perspective: A Descriptive Study with PERMA Profiler
This study aims to analyse the flourishing level of elementary school teachers in Denpasar City using the PERMA Profiler. The PERMA Profiler is a psychological assessment tool designed to measure well-being based on Seligman’s PERMA model, which includes Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The research approach used was descriptive quantitative with saturated sampling technique, involving 33 teachers as research subjects. The data were analysed using SPSS to determine the value distribution of each PERMA dimension, namely Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment. The results showed that the majority of teachers have a high level of flourishing, with the highest percentage found in the Relationship dimension (96.7%) and Positive Emotion (96.7%). However, there are some teachers who are still in the category of not flourishing, which is thought to be influenced by workload factors and lack of social support. The findings confirm that teachers‘ psychological well-being plays an important role in creating a more effective learning environment and supporting students’ well-being. Recommendations include psychological well-being training, work-life balance policies, and stronger social support for teachers.
The Influence of Rational Emotive Counseling on Students' Self-Confidence
This study aims to determine the effect of rational emotive counseling on students' self-confidence. This study is an experimental study with a research design using One Group Pretest-Posttest Design . This study was conducted at SMP Negeri 8 Singaraja with a research population of 30 people in class VII 1 of the 2024/2025 Academic Year. Determination of the research sample used the Purposive Sampling technique with a total of 10 students. The type of data collected is quantitative data on increasing self-confidence. The data collection method used is a questionnaire. The research data were analyzed using Paired Sample T-Test statistical analysis. The results of the study showed that rational emotive counseling had an effect on increasing students' self-confidence, this can be seen from the results showing a p-value = 2.83 X 10 -9 (?0.05) which means there was a significant increase after being given treatment.
Teacher Competencies to Improve Primary Education in Indonesia: Challenges, Strategies, and Policy Implications
Teacher competency is a key factor in determining the quality of primary education. In Indonesia, teachers face multiple challenges in their professional development, including limited access to quality training, ineffective professional development programs, and an uneven distribution of educators between urban and rural areas. This literature review explores these challenges and examines strategies used globally and in Indonesia to enhance teacher competency, using references exclusively from Scopus-indexed articles. Research highlights the importance of Continuous Professional Development (CPD), peer mentoring, and supportive government policies in improving teaching quality. However, Indonesia struggles with barriers such as insufficient technology integration in training and excessive administrative workloads that limit teachers' focus on classroom instruction. In comparison, countries like Finland and Singapore prioritize digital competency, structured professional learning communities, and streamlined administrative responsibilities to improve teacher effectiveness. To address these challenges, Indonesia needs to expand access to high-quality training, integrate digital learning platforms, and implement policies that encourage continuous learning. Strengthening peer mentoring programs and reducing bureaucratic tasks can also help teachers improve their skills and performance. This study emphasizes the need for sustainable and inclusive reforms in teacher competency development to elevate the quality of primary education in Indonesia.
Unlocking Potential: Lecturers' Perceptions of Collaborative Strategic Reading in English Language Teaching at Higher Education
This research investigates university instructors' perceptions regarding implementing Collaborative Strategic Reading (CSR) techniques in English language teaching within higher education contexts. Employing a qualitative research approach, the study conducted in-depth interviews with ten English lecturers across various universities to explore the pedagogical benefits and challenges associated with CSR. The findings indicate that, despite certain operational constraints, most instructors perceive CSR as an effective instructional strategy that enhances students’ reading comprehension, critical thinking abilities, and collaborative engagement. CSR fosters active participation, facilitates deeper cognitive processing, and strengthens analytical reading skills. Nevertheless, lecturers highlighted several challenges, including limited institutional support, time constraints, and students’ initial reluctance toward collaborative learning. Despite these obstacles, CSR was recognized as a valuable pedagogical approach for promoting student-centered learning and improving reading comprehension in tertiary education. The study emphasizes the necessity for structured training programs and institutional backing to optimize the efficacy of CSR in higher education English instruction. Keywords: Collaborative Strategic Reading, English language teaching, reading comprehension.
Christian Educators And Connective Learning: An Empirical Survey Study
This study aims to find out the role of Christian teachers in Denpasar in developing communicative learning in the era of digital transformation as well as the most significant factors that affect the role of teachers in the development of learning. The research method used was an explanatory survey, using a questionnaire distributed to 47 Christian teachers in Denpasar. The data obtained were analysed using a regression model to evaluate the relationship between various teacher roles (as facilitators, knowledge curators, promoters of diverse perspectives, promoters of lifelong learning, promoters of collaboration, technology guides, and evaluators of learning connections) and the development of connective learning. The results of the study show that the role of Christian teachers in Denpasar in developing connective learning in the era of digital transformation has been going well and the role of teachers as promoters of collaboration and social learning is the most significant role in developing connective learning.
The The Effectiveness of Using Mind Mapping Technique on the Students’ Writing Skill in Descriptive Text at SMAN 1 Poco Ranaka
Abstract. This study aimed to examine the effectiveness of the mind mapping technique in improving students’ writing skills in descriptive text at the eleventh grade of SMAN 1 Poco Ranaka. This research used a quantitative approach with a quasi-experimental design, which included an experimental group and a control group. The study involved 210 eleventh-grade students, and purposive sampling was used to select two classes: XI Bahasa 1 as the experimental class and XI Bahasa 2 as the control class, with 30 students in each class. The data was collected using writing tests, given as a pre-test and post-test. A scoring rubric adapted from Brown (2007) was used to evaluate students' writing. The results showed that the experimental class had an average pre-test score of 52.33 and a post-test score of 74.00, while the control class had a pre-test score of 52.67 and a post-test score of 66.67. The experimental class, which was taught using the mind mapping technique, performed better than the control class, which was taught using traditional methods. The t-test results showed a significance value of 0.001 (? 0.005), meaning the alternative hypothesis (H?) was accepted, and the null hypothesis (H?) was rejected. This confirms that the mind mapping technique is effective in improving students’ writing skills in descriptive text.
INTEGRATING ONLINE PEDAGOGICAL STRATEGIES TO ENHANCE THE PROFESSIONAL COMPETENCE OF 21ST CENTURY ELEMENTARY TEACHER CANDIDATES
This study explores the integration of online pedagogical strategies in enhancing the professional competence of 21st-century elementary teacher candidates. Employing a sequential explanatory mixed methods design, the research involved 38 sixth-semester students in a teacher education program. Quantitative data were collected through pre- and post-tests framework and analyzed using paired-sample t-tests, revealing a significant improvement in participants' professional competence (t(37) = 2.478, p = .018). Qualitative data from interviews and focus group discussions highlighted gains in digital confidence, reflective teaching, and collaborative practices. Participants reported increased ability to design and implement digital instructional materials, enhanced reflective thinking through e-portfolios, and active engagement in peer collaboration. The convergence of findings suggests that integrating online pedagogical strategies not only strengthens technical skills but also enriches pedagogical reasoning and adaptability. This study contributes practical insights for improving teacher education programs by embedding technology-enhanced and student-centered pedagogical practices into pre-service teacher training.
Improvement Ability Read Write Initial (MMP) Based Montessori Method Assisted Word Cards
Research This aiming For increase ability Read Write Initial (MMP) based Montessori method with Word Card Assistance . The method research used? that is Classroom Action Research with the Arikunto model with 4 stages , planning , action, observation and reflection . Subject study is all over participant educate Class 1 of Elementary School 014 Rambah Samo , Regency Rokan Hulu, totaling 25 participants educate . Data collection techniques in the form of observation , interview as well as documentation . Observation results show that about 20% of the 25 participants educate Still Not yet capable in Read Write Beginning (MMP). The results study after implementation Montessori assisted method word cards in cycle I meeting I increased by 40%, while cycle I meeting II increased by 60%, while results research in cycle II meeting I was 72% and continued in meeting II at 80%, or around 20 participants complete education? from 25 total overall participant educate . With Thus, in cycle II, meeting II has already occurred show success by 80% with indicator 75% success rate already set
THE EFFECT OF ECOLITERACY ON THE FORMATION OF ENVIRONMENTAL AWARENESS CHARACTER
Education is a concrete effort that the government can make in implementing the ideals of national development. Through education, the government wants to develop quality human resources. However, such massive progress must be balanced with an awareness of nature that also needs to be strengthened. Ecoliteracy is expected to address the challenge of instilling ecological awareness in students from an early age. This caring for the environment is expected to become a solid foundation for future generations in building a country into a developed nation while at the same time being able to work in harmony with nature. The purpose of this study is to describe the role of ecoliteracy in shaping students' character. The research method used in this study is SLR (Systematic Literature Review). Data collection was carried out by identifying or examining all articles that had the same research topic in this study. A total of 8 national and international journal articles were used in this study, obtained from Google Scholar, Sinta, and the international journal Saintis Publishing. Based on the journal analysis that has been carried out, it has been found that the formation of an environmentally conscious character through ecocriticism is very effective, where students become more aware of the role, benefits, and impact of the environment.
CURRENT CONDITIONS OF LEARNING IN ELEMENTARY SCHOOL: PROBLEMS AND SOLUTIONS
Elementary school education plays a strategic role in developing foundational competencies, making its current condition a critical subject of inquiry. This study aims to describe the present state of teaching and learning in elementary schools, with a particular focus on key problems and their potential solutions. The research employs a literature review method using a critical synthesis approach, drawing on a range of sources including books and peer-reviewed research articles. The findings indicate that elementary school learning is currently experiencing a crisis. In response, this paper offers several solution-oriented strategies to address the identified challenges and enhance learning outcomes at the elementary level.
Project-Based Education in Primary Schools: A Systematic Review of Practices and Learning Outcomes
Project-Based Learning (PBL) has become an increasingly popular approach in primary education, especially in Makassar City. This article presents a systematic review of practices and learning outcomes related to the implementation of project-based education in primary schools. Through a comprehensive literature analysis, this study identifies various methods used in the implementation of project-based education, as well as their impacts on students' skills and learning outcomes. The findings indicate that project-based education not only increases students' motivation and engagement, but also contributes to the development of critical thinking and collaboration skills. However, challenges in implementing this method, such as limited resources and teacher training, are also identified. This article is expected to provide insights for educators and policy makers in optimizing project-based education practices in primary schools.
Character Education in Elementary Schools
Character education in elementary schools plays a vital role in shaping students’ moral reasoning, ethical behavior, and civic identity from an early age. This study examines effective strategies for implementing character education, explores the challenges that hinder its depth and sustainability, and highlights the distinction between genuine moral internalization and superficial behavioral conformity. Using a qualitative literature review approach, the paper synthesizes insights from a range of interdisciplinary sources and international case studies—including Japan, Finland, Rwanda, Singapore, and Indonesia. The findings emphasize that successful character education must be holistic, culturally grounded, and systemically embedded in curriculum, school culture, and community life. Models that integrate values into academic instruction, create supportive school environments, and involve families and local communities are shown to foster long-term moral development. Furthermore, countries with cohesive character education frameworks often exhibit higher social cohesion, civic responsibility, and ethical public behavior. This paper underscores the urgency of aligning educational practices with deeper moral objectives and offers a globally informed foundation for future character education reform.
Analyzing The Effect of Digital Literacy on The Formation of Student Character: A Literature Review
In today's modern era, humans cannot escape the existence of digital?based technology. In recent years, the use of digital devices has entered the education environment. The understanding of the benefits and dangers of using digital devices must be instilled from the start. This awareness will foster various character traits that can protect students from the misuse of digital devices, equipping them with the character traits needed. This study aims to provide a description of how digital literacy impacts the formation of responsible student character. The research method used in this study is SLR (Systematic Literature Review). Data collection is done by identifying or examining all articles that have the same research topic in this study. A total of 10 national and international journal articles were used in this study, obtained from Google Scholar, Sinta, and the international journal Saintis Publishing. From this study, it was found that character building can be conveyed digitally, by introducing principles and the consequences of use, which can foster a sense of responsibility towards oneself and the environment.
Accessing Education in Samarinda City A Preliminary Exploration of the Experiences of University Students from Nunukan Regency
Abstract., The pursuit of quality education, as one of the targets of the Sustainable Development Goals (SDGs), continues to face multidimensional challenges in Indonesia, particularly in rural and border areas such as Nunukan District, North Kalimantan. The concept of "developing from the periphery," as introduced by Joko Widodo in 2014, has yet to yield significant outcomes. This study aims to explore the experiences of students originating from rural and border regions in accessing higher education in the city of Samarinda. These student narratives are valuable for identifying the unique challenges faced by individuals from border areas, as well as understanding their adaptive strategies during their academic journey. To achieve the objectives of this study, data were collected through interviews and secondary source analysis. In-depth interviews were conducted with students from Nunukan District who are currently pursuing higher education in Samarinda. The challenges they encounter are examined from an emic perspective, emphasizing the subjective viewpoints and lived experiences of the participants. The findings suggest that students from rural areas confront a range of complex issues that extend beyond academic difficulties on campus. The poor quality of primary and secondary education in rural regions significantly contributes to the obstacles they face in pursuing higher education. Nonetheless, strong motivation, positive self-perception, and the creative utilization of support systems—such as family, community, and university resources—enable these students to mitigate and navigate the challenges they encounter.
Anti-Corruption Education in Indonesia: A Systematic Review of Global Practices and Local Applicability
. This systematic literature review analyses 42 empirical studies (2015-2025) to identify effective anti-corruption education strategies for Indonesia, where corruption remains entrenched despite constitutional mandates for a just society. Five evidence-based approaches emerge as impactful: (1) early childhood intervention, (2) interactive pedagogical methods, (3) cross-curricular integration, (4) cultural/religious value alignment, and (5) multi-stakeholder partnerships. Comparative analysis reveals that comprehensive programs combining formal training (e.g., PAKSI's certified instructor model) with community empowerment achieve sustainable results, as demonstrated by South Korea's curriculum integration and Qatar's cultural adaptation. While Indonesia's initiatives show promise, implementation challenges persist, including resource disparities, uneven teacher preparedness, and cultural perceptions of corruption. The review proposes a dual-pathway solution: (a) institutionalizing evidence-based training programs (modelled after PAKSI's Kirkpatrick-evaluated framework) and (b) optimizing community networks through religious education and family engagement. Study limitations include geographical bias in research and inconsistent evaluation methodologies. Future research should emphasize longitudinal studies of formal-community hybrid models and standardized assessment frameworks. This review contributes practical insights for policymakers operationalizing constitutional anti-corruption principles through education reform.
Interpersonal Metafunction in the Linguistic Landscape of Healthcare: Implications for Nursing English Instruction
This study examined linguistic landscape (LL) data in healthcare settings through the lens of interpersonal metafunctions in Systemic Functional Linguistics (SFL), focusing on Mood structure, Modality, Personal Pronouns, and Evaluative Language. The primary objective was to analyze how hospital signage and public health messages use language to influence behavior and interaction. Additionally, the study explores the pedagogical implications of LL data in teaching English for Specific Purposes (ESP) to nursing students. The research employed a qualitative descriptive method, analyzing selected LL texts from hospitals, such as instructional signs and public notices. Data collection involved documentation of LL texts from two healthcare settings; Ruteng Public Hospital and Saint Rafael Cancar Hospital. The data analysis followed the SFL framework, categorizing linguistic features based on their interpersonal functions and communicative intent. Findings indicated that hospital LL texts predominantly use declarative and imperative mood structures to deliver direct and authoritative messages. Although explicit modality markers are often absent, indirect expressions of obligation suggest expected compliance. The use of personal pronouns, particularly the implied second-person "you," fosters engagement, while evaluative language reinforces positive reinforcement strategies. These linguistic choices enhance clarity, promote adherence to healthcare regulations, and establish a respectful yet persuasive tone. The study concluded that LL texts serve as authentic materials for teaching nursing students effective professional communication. Integrating LL analysis into ESP instruction enhances students’ understanding of pragmatic language use in healthcare. It prepares them for real-world interactions with patients and medical professionals.
Reflecting the Dimensions of Faith, Piety, and Noble Character in the Profile of Pancasila Students in the Light of "Summa Theologica" Thomas Aquinas
Character education is a big part of the Independent Learning Curriculum, especially regarding the Pancasila Student Profile. It focuses on developing faith, respect for God, and optimistic character, all essential to making the Pancasila student profile. This article examines this aspect in Thomas Aquinas's Summa Theologica. A deep understanding of Aquinas' ideas can provide valuable insights into the development of students' character and spirituality. This study utilizes an analytical descriptive methodology, conducting a literature review to examine Aquinas's theological concepts related to faith, piety, and virtuous character. We collected the data by conducting an extensive analysis of the Summa Theologica and other works by Aquinas. The results demonstrate that Summa Theologica provides a strong foundation for fostering faith, piety, and virtuous character in Pancasila students. Aquinas emphasized the importance of faith as the fundamental foundation for moral existence, while piety denotes a sincere inclination that guides individuals to conform their lives to divine purpose. Furthermore, the principles of justice, love, and simplicity expressed in Aquinas' writings have become a foundational basis for developing a virtuous character. A study of faith, piety, and good character in Summa Theologica shows that theology greatly impacted how the Pancasila student profile came to be. A curriculum incorporating spirituality and morality can cultivate students into more virtuous individuals, augmenting their ability to contribute meaningfully to society.
Integrating Ethnomathematics into Teaching Strategies to Enhance Preschoolers’ Problem-Solving Skills: A Qualitative Case Study
This qualitative case study investigates how ethnomathematics is integrated into teaching strategies to improve problem-solving skills among preschoolers aged 5-6 years. Observational data were collected from two early childhood classes during a structured learning session themed "Tanah Airku", and analyzed through qualitative content analysis. Teachers use a culture-based approach, leveraging the introduction of regional clothing into game-based and inquiry-based learning. The findings show that teachers use culture-based approaches such as the introduction of regional clothing in play activities and inquiry, which creates a variety of problem-solving opportunities, from comparing patterns to making context-based decisions. This strategy not only fosters mathematical thinking and creativity but also strengthens children's connection to their cultural identity. Both teachers apply a child-centered approach but differ in the way they utilize cultural elements and scaffolding techniques to stimulate problem-solving. The implications of this study on professional development, educators utilize culturally responsive pedagogy and early childhood curriculum to incorporate local cultural contexts in learning activities to support effective problem-solving skills.