International Conference on Teaching and Learning
The 1st International Conference on Teaching and Learning will held on the 18th of November, 2023. This education conference will bring together the vibrant community of teacher, researchers, and other members of academia for one day of learning and networking. ICTL 2023 is a prime opportunity for you to present your research, receive feedback from your peers, and get published in academic journals. The program of this international education conference have a theme Digital Transformation: Future Challanges and Opportunities in Teaching and Learning. Every participant – whether a presenter or an attendee – is encouraged to join the discussion and brainstorm solutions that would move the field into the future. To make sure that as many members of academia can join as possible, the event can be attended virtually. Don’t miss out.
DEVELOPING AN INNOVATIVE TECHNOLOGY-BASED PEDAGOGICAL MODEL IN THE EDUCATION PROFESSION TO SUPPORT THE SDGs
This study aims to develop an innovative technology-based pedagogical model in the education profession to support the achievement of the Sustainable Development Goals (SDGs), specifically SDG 4 on quality education. This study used a Research and Development (R&D) design combined with a pre-test and post-test experimental approach. Participants consisted of 60 students, who were selected purposively and divided into control and experimental groups. Data were collected through pre- and post-tests, observation sheets, questionnaires, and interviews. The results showed that most of the data were normally distributed, while the homogeneity test indicated that the data were homogeneous (p > 0.05). Furthermore, a paired sample t-test revealed that although learning outcomes improved, the difference was statistically significant (p = 0.581 > 0.05). This indicates that the developed model improved learning outcomes and demonstrated significant effectiveness.
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LEARNING THROUGH MOTIVATIONAL VIDEOS TO REINFORCE THE IMPORTANCE OF THE GUIDANCE AND COUNSELING COURSE FOR TEACHER TRAINING AND EDUCATION STUDENTS
Guidance and counseling are integral components of the educational system; however, a prevailing misconception remains among pre-service subject teachers that providing student guidance is solely the responsibility of specialized school counselors. This study aims to reinforce the importance of the Guidance and Counseling course for noncounseling teacher training and education students by utilizing motivational, narrative-driven video presentations. Employing a qualitative descriptive survey method, the study involved 687 fourth-semester pre-service teachers from the English Language, Indonesian Language, and Mathematics Education study programs at a public university in West Java, Indonesia. Data were collected via questionnaires measuring students' perceptions following a learning intervention that integrated carefully selected motivational videos demonstrating teacher empathy, diagnostic assessment, and character education. The findings revealed that an overwhelming majority (96.23%) of the participants recognized the Guidance and Counseling course as essential for all education students. Furthermore, 88.11% acknowledged guidance and counseling as an indispensable service necessary to navigate the complexities of modern student lifestyles in the Society 5.0 era. The integration of emotionally engaging multimedia successfully dismantled prior misconceptions, illustrating that academic and moral guidance is a fundamental duty of all educators. The study concludes that cultivating pedagogical empathy and psychological readiness in pre-service subject teachers through motivational video-based learning is a highly effective pedagogical strategy for holistic teacher education.
DEVELOPING AN LMS–PJBL MODEL FOR FINANCIAL BEHAVIOR IN HIGH SCHOOL ECONOMICS
This study addresses the persistent gap between financial knowledge and financial behavior among high school students. While students may demonstrate adequate cognitive understanding of financial concepts, this knowledge often does not translate into responsible financial practices. Using a Research and Development (R&D) approach based on the Dick and Carey model, integrated with the Gold Standard Project-Based Learning (PjBL) framework, this study developed an LMS-supported economics learning model (LMS–PjBL). The model consists of conceptual, procedural, and physical components, including instructional materials and a digital learning platform. Formative evaluations involving instructional design, subject matter, and media experts indicated high feasibility, with scores ranging from 4.37 to 5.00. Student trials conducted at the one-to-one, small group, and field stages produced scores between 4.03 and 4.44, indicating that the model is practical and implementable in classroom settings. These findings suggest that the LMS–PjBL model provides a structured and contextual learning environment that supports the development of financial habits. However, this study is limited to feasibility validation and does not yet provide empirical evidence of effectiveness in improving financial behavior.
THE SELF CONCEPT OF ELEMENTARY SCHOOL STUDENTS IN LEARNING MATERIALS THROUGH 4C-BASED PROBLEM-BASED LEARNING
This study was conducted due to the importance of developing affective aspects, particulary self-concept, in mathematics learning which has received little attention. This study aims to analyze the influence of 4C-based Problem-Based Learning model on the self-concept of Madrasah Ibtidaiyah students in geometry subject. This study employs a quantitative research with a pretest-posttest control group design, involving 50 fourth-grade students from MIN 1 Bireuen, which were grouped into a 4C-based PBL experimental group and a PBL control group without the 4C approach. The research instruments are a self-concept questionnaire and post-test questions, both of which had undergone validity and reliability testing. The results of the study indicate a significant difference between the two groups in both learning outcomes and self-concept. The experimental group obtained an average post-test score of 82.19 and a self-concept score of 83.95, which were higher than those of the control group. The t-test results revealed a statistically significant difference (p < 0.05). Therefore, the 4C-based Problem-Based Learning (PBL) model is effective in improving students’ self-concept and learning outcomes in geometry. This study implies that integrating 21st-century skills into mathematics instruction can enhance students’ self-confidence, independence, and collaborative abilities.
REINVENTING PROFESSIONAL DEVELOPMENT PROGRAM TO EQUIP TEACHERS WITH CULTURALLY-ROOTED TEACHING MATERIAL DEVELOPMENT SKILLS
The integration of ethnoscience into teaching materials is increasingly important in creating contextual and meaningful learning- however, many teachers still lack the competence to develop such materials. This study aims to develop a professional development program to enhance teachers^ skills in analyzing and integrating ethnoscience into instructional materials. The study employed the ADDIE model limited to the analysis,design, and development stages, focusing on prototype development and validation, with implementation and evaluation reported separately. The resulting program consists of two main components: core training (5M Training) and accompanying training (PERMAC). The developed program was evaluated through expert validation and a limited-scale trial involving six teachers from a junior high school in West Java, Indonesia. The expert validation results indicate that the program is valid and appropriate in terms of content, design, and implementation aspects. The limited trial shows a very high level of participant satisfaction, reaching 98.43% (very satisfactory category). In addition, participants' competence demonstrated significant improvement, with an average N-gain score of 0.99 (high category). In conclusion, the developed program is considered valid and feasible to support teachers in developing ethnoscience-integrated teaching materials, although further studies are needed to examine its effectiveness in broader implementation.
IMMERSIVE LEARNING IN THE ERA OF AI: TECHNOLOGY-ENHANCED PEDAGOGY FOR SUSTAINABLE-LEARNING FUTURES: A SYSTEMATIC LITERATURE REVIEW
The rapid advancement of artificial intelligence (AI) and digital technologies is transforming education and demanding pedagogical approaches that are both innovative and sustainable. Immersive learning has emerged as a promising paradigm that enhances learner engagement, supports experiential understanding, and enables contextualized knowledge construction. This study systematically reviews the literature on immersive learning in AI-driven and technology-enhanced educational settings. It focuses on its pedagogical contributions to sustainable learning futures. Using a systematic literature review (SLR) approach, relevant peer-reviewed studies were identified, screened, and analyzed from major academic databases. The review synthesizes key aspects, including conceptualizations of immersive learning, enabling technologies such as virtual reality (VR), augmented reality (AR), and AI-based systems, as well as associated pedagogical models and learning outcomes. Additionally, it examines the role of immersive learning in fostering competencies aligned with the Sustainable Development Goals (SDGs), including inclusivity, equity, and lifelong learning. The findings indicate that immersive learning enhances engagement, deepens cognitive processing, and improves knowledge retention, while AI integration supports adaptive and personalized learning. However, challenges remain in accessibility, ethics, technological readiness, and pedagogical integration. This review provides insights into advancing innovative and sustainable technology-enhanced pedagogy.
FROM ASSESSMENT TO LEARNING: INTEGRATING ITEM ANALYSIS AND LEARNING ANALYTICS FOR DATA-DRIVEN INSTRUCTION IN DISTANCE EDUCATION
Distance education has changed assessment from reporting static scores to data-rich environments, yet item analysis is still mostly used for test evaluation rather than instructional improvement. This project aims to reposition item analysis as a core component of learning analytics for data-driven online teaching and learning. A thorough literature assessment of a topic framework for synthesizing empirical and theoretical work on item analysis, learning analytics and technology-enhanced learning guided by PRISMA across major databases. The synthesis yields three important findings: (2) validity-focused approaches like Item Response Theory make fairness and interpretability better for different online learners; and (3) formative assessment and adaptive feedback mechanisms turn analytics into actionable instructional interventions that boost engagement and learning results. Current methodologies have limitations in terms of data quality, evidence of causation, interpretability, and challenges in ethical data governance. This work proposes to incorporate item analysis in a learning analytics framework to improve instructional decision-making by combining psychometrics and behavioral analytics. The outcomes of the assessment, especially the item analysis, can be used for the quality assessment of the test, instructional design, personalization and equitable learning in distance education
DESIGNING AI-ENHANCED IMMERSIVE LEARNING MATERIALS VIEWED FROM DISTANCE LEARNERS' PERSPECTIVES: FROM IMMERSION TO IMPLEMENTATION
The rapid advancement of artificial intelligence (AI) and immersive technologies is reshaping distance education by enabling more engaging and personalized learning experiences. However, a persistent gap remains between conceptual understanding and practical implementation for distance learners. This study addresses this gap by developing a learner-centered framework for designing AI-enhanced immersive learning materials in open and flexible distance learning (OFDL) contexts. Using a qualitative systematic literature review (SLR), the study synthesizes recent research on immersive learning, AI in education, and distance learning pedagogy. The findings identify key characteristics of immersive learning materials as perceived by learners: presence, experiential meaning-making, personalization, interaction, engagement, feedback, accessibility, and authenticity. Accordingly, the study proposes the AIDE framework (AI-Driven Immersive Design for Education), which organizes the design process into five phases: Analyze, Immerse, Differentiate, Engage, and Sustain. In addition, a conceptual model is introduced to explain how instructional design influences multidimensional learning outcomes through immersive learning experiences. The study highlights that effective immersion depends on technological sophistication and on the quality and contextual relevance of learner experiences. It contributes by bridging theory and practice, offering practical design guidance, and emphasizing inclusive and sustainable approaches. Future research is needed to empirically validate the proposed framework and model.
CHALLENGES AND OPPORTUNITIES FOR IMPLEMENTING ARTIFICIAL INTELLIGENCE IN VOCATIONAL EDUCATION
Abstract: The fourth industrial transformation, known as Industrial Revolution 4.0, is currently developing very rapidly, of course, the revolution that emerged perfected previous technology and caused the emergence of new things that had never existed and happened before. Technology currently uses computer assistance to mimic human intelligence in carrying out daily tasks and work. The emergence of Artificial Intelligence or what is commonly known as Artificial Intelligence (AI) has become a challenge and opportunity for vocational education in carrying out learning on campus. The development of AI technology has a very significant influence on learning, especially vocational education. This study aims to determine the challenges and opportunities of AI in vocational education. The method used in this research is a literature study technique sourced from articles, journals, and relevant documents to support this research. The results of the study show that AI has an important role in supporting learning in vocational education. However, Au can have harmful effects if not used according to proper science. In implementing artificial intelligence in learning, humans need to understand that AI imitates the human way of lifelong learning.
THE EFFICACY OF INTERACTIVE APPLICATION BASED MEDIA IN ENHANCING SPATIAL GEOMETRY: A STUDY AT ONE OF THE ELEMENTARY SCHOOL IN BANDUNG
Mathematics instruction regarding spatial geometry in elementary education frequently encounters pedagogical hurdles due to the abstract nature of the concepts, the inadequacy of conventional instructional tools, and suboptimal student engagement. This study aims to develop and evaluate the effectiveness of an interactive, application-based learning tool designed to bridge the gap between abstract geometric concepts and student comprehension. Adopting a DesignBased Research (DBR) framework, the study focused on the iterative development of an interactive media product. The research subjects were 29 fifth-grade students at one of the elementary school in Bandung. Data were triangulated through pre-test and post-test assessments, systematic observation of student activities, and user experience (UX) questionnaires. The media was constructed using Smart Apps Creator and Canva for high-fidelity visual design. The findings demonstrate that the developed media significantly improved student learning outcomes, with an N-gain score falling within the "Moderate" effectiveness category. Furthermore, the media elicited high positive responses regarding student motivation, aesthetic visual design, and interface usability. Reflective analysis suggests that while effective, future iterations should prioritize enhanced audio synchronization, intuitive navigation, and more robust interactive features to maximize pedagogical impact. Overall, this application-based medium serves as a practical and effective alternative for teaching spatial geometry in primary education
THE USE OF CLAUDE AI TO IMPROVE PRE-SERVICE TEACHERS’ ABILITY IN DESIGNING TEACHING MODULES
This study aims to analyze the use of Claude AI in improving the ability of pre-service teachers to design teaching modules. Claude AI is an artificial intelligence-based application developed to assist users in generating text, analyzing information, and supporting various academic and professional needs efficiently and contextually. In the context of education, the utilization of this technology represents a relevant innovation to enhance the quality of instructional planning in the digital era. The research method employed is a qualitative approach using the Systematic Literature Review (SLR) type. The SLR process was conducted through stages of identification, selection, evaluation, and synthesis of various scientific literature relevant to the use of AI in education, particularly in the development of teaching modules. Data were obtained from Google Scholar and Publish or Perish, focusing on publications from the last five years. The results indicate that the use of Claude AI can assist pre-service teachers in designing teaching modules in a more systematic, creative, and efficient manner. In addition, Claude AI supports idea generation, content development, and the creation of more varied learning assessments. Therefore, the integration of AI technology in education has great potential to enhance the professional competence of pre-service teachers, particularly in developing innovative and adaptive instructional planning in response to current developments.
EXPLORING TOURISM STUDENTS’ PERCEPTIONS OF CHATGPT IN ENGLISH LANGUAGE LEARNING
The rapid development of artificial intelligence has introduced new opportunities in language learning, including the use of ChatGPT as an interactive learning assistant. In tourism education, English proficiency is important for communication with international visitors. This study aims to investigate tourism students’ perspectives of utilizing ChatGPT in learning English for tourism fields. The study used a descriptive qualitative approach involving tourism students enrolled in an English for Tourism course. Data were collected through semi-structured interviews to examine students’ experiences in using ChatGPT to support tourism-related language learning activities, such as making tour guiding scripts, practicing dialogues with tourists, and generating tourism-related vocabulary. The findings show that most students perceive ChatGPT as a useful tool that helps them generate ideas, increase vocabulary related to tourism, and practice English communication more confidently. Students also reported that ChatGPT gives quick explanations and practical examples that support independent learning, additionally some students noted limitations based on the need to verify the accuracy of the information and avoid overreliance on AI tools. Overall, the findings suggest that ChatGPT can serve as a supportive learning tool in English for Tourism when used critically and under teacher guidance. The study provides insights into the potential integration of AI tools in tourism-related English language learning.
OPPORTUNITIES AND CHALLENGES OF DETERMINATION OF FAITH AND THOUGHT FACING THE RISING OF ARTIFICIAL INTELLIGENCE
The rise of artificial intelligence in all walks of life, be it education, health, games for the younger generation, and others, is a sign of the progress of the times. If the progress of the times is not released with the power of faith and piety, then life on earth created by God Almighty will become a liar and uncontrollable, so that the damage on earth cannot be stopped. Therefore, it is necessary to discuss the integration of faith and piety in dealing with the emergence and rise of artificial intelligence, especially in the world of education, so that the younger generation who will be the successors of life in the future are not eroded by the flow of time and uncontrollable liars as if they live without any limits. The author here has conducted several generations of young people at the high school level, both private and public, who quantitatively show differences in attitudes and behavior in dealing with the rise of artificial intelligence, especially in the world of education. Where, it was stated that the younger generation at the high school level who were introduced to faith and piety more intensely, had different attitudes and behavior when facing life's problems, namely that they tended to understand the concept of life as servants of God.
ENHANCING MULTICULTURAL VALUES THROUGH ENGGHI BUNTEN-BASED COLLABORATIVE LEARNING IN INDONESIAN ELEMENTARY SCHOOL
The background of this research about questionnaires infers from the issue that presents low multicultural attitudes in countries with a variety of mixtures, including the United States, Canada, and Indonesia. To address this issue, research has been initiated to examine ways that educational interventions can enhance multicultural attitudes in schools. This study aims to analyse the differences and their effects on students^ multicultural attitudes. A quantitative one-way design was employed, and a population of 220 grade 5 elementary school students was taken as a sample size. A random sampling technique was used to choose the remaining samples until it reached a total of 132. In this experimental study, students were divided into two groups, which are class A and B. The data was collected and analysed by using SPSS (V. 20) through preliminary tests and then one- way ANOVA to assess the post-questionnaire score, respectively. Conclusions: (i) Secondly, collaborative learning, i.e., Engghi Bunten-based, has a significant effect on multicultural attitudes of students with B=39.508 and Sig. values < 0.050. The second difference is in the learning outcomes of students in classes A and B, as the average score for that answer was 90.12 in these two classes, whereas it was only 80.00 in other regions covered by all universities conducting this test, yet a similar proportion with Ho A (0-65%)
THE EFFECTIVENESS OF DISTANCE LEARNING AND BLENDED LEARNING IN SUPPORTING STUDENT LEARNING FLEXIBILITY
The development of information technology has driven changes in the education system, especially through the implementation of distance learning and blended learning. This research aims to understand the concepts of the two learning models and analyze their advantages and disadvantages. The method used is a literature study by examining various books, scientific journals, and relevant research reports. The results show that distance learning provides flexibility in the time and place of learning and has been widely applied, including in Open Universities. However, this model faces challenges such as limited interaction and internet network constraints. Meanwhile, blended learning combines online and face-to-face learning so that it can increase student engagement. Therefore, the integration of the two learning models can be a solution to improve the quality of education in the digital era.
ETHNOPEDAGOGY-BASED TRANSFORMATIVE EDUCATION TO DEVELOPING ECOLOGICAL AWARENESS AND SOCIAL RESILIENCE OF MADRASAH IBTIDAIYAH STUDENTS IN EAST LOMBOK
This study aims to examine the role of ethnopedagogy and local wisdom in transformative education to develop ecological awareness and strengthen the social resilience of Madrasah Ibtidaiyah students in East Lombok. The ethnopedagogical approach was used to integrate local cultural values and community social practices into environmental learning so that students could understand ecological issues in a contextual and meaningful way. This study employed a Participatory Action Research (PAR) approach involving students, teachers, and community members through project-based learning focused on plastic waste management as a local environmental issue. The research process included the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, questionnaires, and documentation, and then analyzed using a mixed methods approach. The results of the study indicate that the integration of local wisdom into transformative education was able to improve students’ environmental knowledge, attitudes, and pro-environmental behavior while simultaneously strengthening the values of responsibility, cooperation, and social awareness within the school community. This study contributes to the development of a contextual and sustainable ethnopedagogy-based environmental education model at the primary school level.
ASSESSING STUDENTS CRITICAL THINKING IN ELEMENTARY SCHOOLS: RELEVANCE TO STEAM LEARNING AND THE SDGS
Critical thinking is a crucial 21st-century competency. However, science education in elementary schools often limits opportunities for students to engage in interdisciplinary and contextual learning experiences that foster thinking skills. Therefore, this study aims to assess students' critical thinking skills and examine their relevance to STEAM learning and the SDGs framework that connects learning to real-world contexts. This study used a quantitative descriptive approach with a survey method involving 328 students in grades 3, 4, and 5 from elementary schools in Sukabumi, Indonesia. Data were collected through a Likert-scale questionnaire. Instrument validity was tested using Pearson Product Moment Correlation (α = 0.05) with 30 out-of-sample students, indicating that all items were valid (r-count > r-table = 0.361). Reliability testing using Cronbach's Alpha produced a coefficient of 0.874, indicating high reliability. The results showed that students had moderate critical thinking skills, with an average score of 58.72. The highest achievement was found in procedural dimensions, while reasoning, interdisciplinary, and sustainability- related dimensions remained low. This situation highlights the need for a STEAM learning approach within the SDGs framework to foster critical thinking and sustainability awareness in daily life.
ARTIFICIAL INTELLIGENCE ADOPTION IN HIGHER EDUCATION: A MEDIATION-BASED CONCEPTUAL FRAMEWORK FOR LEARNING EFFECTIVENESS
Artificial Intelligence (AI) is rapidly transforming higher education by enabling innovative teaching practices and improving student learning outcomes. Despite the growing adoption of AI technologies in educational institutions, limited research has examined the mechanisms through which AI adoption contributes to enhanced learning effectiveness. This study addresses this gap by proposing a conceptual framework that explains how technological and institutional factors drive AI adoption and how AI adoption subsequently promotes teaching innovation and learning effectiveness. Drawing on established technology adoption theories, including the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study develops a mediation-based model in which AI infrastructure and institutional support influence AI adoption, while teaching innovation mediates the relationship between AI adoption and learning effectiveness. The proposed model is evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings highlight the importance of technological infrastructure, institutional support, and pedagogical innovation in enabling the successful integration of AI technologies in higher education. This study contributes to the literature by extending technology adoption models and providing a comprehensive framework for understanding how AI adoption enhances teaching practices and learning outcomes.
REALISTIC MATHEMATICS EDUCATION MODEL TO IMPROVE MATHEMATICAL PROBLEM-SOLVING: A SYSTEMATIC REVIEW
When modern knowledge enters ethnic minority households in rural China, it collides with entrenched local codes. The kitchen table becomes a charged arena of cognitive negotiation. Using cognitive dissonance theory and constructivist grounded theory, this study draws on interviews and sustained observation in 15 households in southwestern China.Findings trace a three-phase negotiation: first, dissonance is tacitly calibrated; then, interactive strategies emerge—senior authority, practical demonstrations, uneasy compromises; finally, external knowledge is recontextualized, reordering family hierarchies and reshaping learning culture.This work re-specifies dissonance dynamics at the household level, challenging top-down transmission models. Interventions that bypass household dialogue risk failure; effective change must engage with the kitchen table on its own terms
PEDAGOGICAL ALIGNMENT AND TEACHER AGENCY IN AN INDONESIAN PRIMARY SCHOOL ENGLISH PROGRAM
The landscape of English teaching in Indonesian primary schools is undergoing a transition from an elective to a mandatory subject. The success of this shift depends on alignment between institutional goals and classroom practices. This study explores how a primary school English teacher interprets school policy and translates it into pedagogical action. It examines the synchronization of school expectations with classroom instruction, teacher initiatives, and the collaborative ecosystem within the school. This research uses a qualitative case study approach. Data were collected through semi-structured interviews with an English teacher at SDN Babadan 01, focusing on alignment, capability, and engagement. The findings show that despite the absence of formal written policy, a shared understanding exists among the teacher, school committee, and leadership. The teacher demonstrates strong agency by implementing fun learning strategies, including singing, role-play, and digital tools to build confidence and speaking habits. Engagement is also visible through the Kelas Plus program and support from homeroom teachers. However, limited instructional time and varied student abilities remain challenges. The study highlights the importance of teacher professionalism and institutional support during curriculum transitions.
MAPPING DIFFERENCES IN STUDENTS’ KNOWLEDGE AND PERSPECTIVES ON CLIMATE CHANGE MITIGATION AND ADAPTATION
Climate change education plays an important role in strengthening students’ sustainability literacy. Although climate change issues are increasingly discussed in science education, students’ understanding often remains fragmented and tends to focus primarily on the causes of climate change, while their understanding of mitigation, adaptation, and constructive individual engagement in climate action is still limited. This study aims to map students’ conceptual knowledge of climate change through four key dimensions: knowledge of climate change causes and impacts, knowledge of mitigation strategies, knowledge of adaptation strategies, and constructive hope toward climate action. The study involved 72 junior high school students who completed a contextual essay test consisting of 20 items developed based on local environmental issues such as urban transportation, waste management, deforestation, and extreme weather events. Students’ responses were analyzed using an analytic rubric with a score range of 0–4 to assess the depth of scientific understanding and causal reasoning. The descriptive analysis revealed that students’ average scores were 44.18 for knowledge of climate change causes and impacts, 46.53 for mitigation knowledge, 32.73 for adaptation knowledge, and 33.94 for constructive hope toward climate action, with an overall average score of 40.31. The findings indicate that students demonstrate relatively stronger understanding of climate change mitigation compared to adaptation, while their orientation toward constructive climate action remains comparatively low. This pattern suggests a noticeable gap between students’ knowledge of mitigation and adaptation as well as a disconnect between conceptual understanding and action-oriented perspectives. The novelty of this study lies in its integrative mapping of students’ climate change knowledge by incorporating adaptation knowledge and constructive hope as key dimensions of sustainability literacy. These findings provide empirical insights for developing more transformative climate change education that supports students’ sustainability literacy and their readiness to engage in climate action.
ENHANCING METACOGNITIVE AND REFLECTIVE THINKING THROUGH WEB-BASED MATHEMATICS LEARNING MEDIA: A SYSTEMATIC LITERATURE REVIEW
The advancement of digital technology has encouraged the integration of web-based learning media to support higher-order thinking skills in mathematics education. However, studies examining how web-based mathematics learning media enhance both metacognitive and reflective thinking skills remain limited. This study aims to analyze research trends, technologies used, and the effectiveness of web-based mathematics learning media in improving students’ metacognitive and reflective thinking skills. This study employed a Systematic Literature Review (SLR) using the PRISMA framework. A total of 33 articles published between 2020 and 2026 were selected from reputable international and national journals. The analysis was conducted based on four research questions: characteristics of web-based learning media, learning strategies used, support for metacognitive skills, and support for reflective thinking skills. The findings indicate that web-based mathematics learning media increasingly integrate technologies such as Artificial Intelligence, Augmented Reality, Virtual Reality, Learning Management Systems, and interactive multimedia. These technologies support metacognitive skills through planning, monitoring, and evaluation processes. Additionally, reflective thinking skills are enhanced through reacting, comparing, and contemplating activities in digital learning environments. This study concludes that web-based mathematics learning media effectively support higher-order thinking skills, particularly metacognitive and reflective thinking.
FOSTERING STUDENT ACTION FOR CLEAN WATER AND SANITATION (SDG-6) THROUGH PROJECT-BASED STEM-ESD LEARNING
The urgency of clean water and sanitation (SDG-6) necessitates a transformative educational approach that bridges environmental knowledge with concrete action. This study evaluates the effectiveness of Project-Based STEM-ESD learning in fostering students’ sustainability actions related to SDG-6. Using a quasi-experimental pretest-posttest design, 81 tenth-grade students at a high school in Bandung were divided into an experimental group (N=43) and a control group (N=37) based on a convenience sampling technique. Data were collected through questionnaires that included action indicators (past, present, and future) and competency achievement measures, as well as interviews used as supporting data. Statistical analysis via independent samples t-test showed no significant difference in final mean scores (p=0.456 > 0.05). However, a profound shift was observed in behavioral dynamics, where the experimental group dominated the "Positive Change" category (increase in students’ posttest scores reflecting a positive shift from past actions to future action plans) (67.44%) compared to the control group (54.06%). The findings indicate a shift in students’ mindsets, demonstrating their ability to engage in simple and sustainable actions in their daily lives to prevent and address water-related issues. Thus, STEM-ESD as a pedagogical framework can foster students’ future-oriented and concrete actions to address global crises.
A SYSTEMATIC LITERATURE REVIEW OF TECHNOLOGY-ENHANCED MULTIMODAL COMPOSITION IN EFL CONTEXTS
Technology-Enhanced Multimodal Composition has emerged as an innovative pedagogical approach in English as a Foreign Language (EFL) writing instruction due to the rapid advancement of digital technology and the increasing demand for twenty-first-century literacy skills. This study aims to systematically review previous research concerning the implementation of Technology-Enhanced Multimodal Composition in EFL writing contexts. Specifically, the review examines the types of technologies utilized, learning outcomes achieved, research methodologies employed, educational contexts investigated, and pedagogical activities implemented in Technology-Enhanced Multimodal Composition studies. This study employed a qualitative Systematic Literature Review (SLR) design by analyzing seven peer-reviewed studies published between 2020 and 2026. The data were collected from several academic databases, including Google Scholar, Scopus, ScienceDirect, Springer, Taylor & Francis, and ERIC, using keywords related to digital multimodal composing, multimodal writing, and AI-supported writing instruction. The findings reveal that Technology-Enhanced Multimodal Composition significantly enhances EFL learners’ writing performance, engagement, creativity, critical thinking, motivation, and digital literacy through the integration of multiple semiotic modes such as text, images, audio, video, and AI-assisted technologies. Furthermore, collaborative multimodal activities and GenAI-supported composing practices were found to foster behavioral, cognitive, and affective engagement, as well as self-regulated learning and metacognitive awareness. The review also indicates that quantitative and quasi-experimental approaches dominate current Technology-Enhanced Multimodal Composition research, with most studies conducted in higher education settings. Overall, Technology-Enhanced Multimodal Composition offers substantial pedagogical potential for transforming traditional monomodal writing instruction into more interactive, collaborative, creative, and technology-enhanced learning experiences in EFL classrooms.
INTEGRATING LOCAL CULTURE IN PRIMARY ENGLISH TEXTBOOKS: A MULTIMODAL ETHNOPEDAGOGICAL ANALYSIS
Integrating local cultural values into language learning materials is crucial for fostering culturally responsive education, especially in primary schools. English textbooks significantly influence young learners’ language skills and socio-cultural awareness. However, previous textbook studies mainly focus on linguistic features and often overlook how cultural values are conveyed through multimodal elements. This study aims to analyze the multimodal representation of local cultural values in an Indonesian Grade 4 English textbook from an ethnopedagogical perspective. Using a qualitative document analysis, the study examines various multimodal elements in the textbook, including written texts, dialogues, images, and activities. An ethnopedagogical coding framework with three categories, such as social-cultural values, cultural knowledge, and environmental values, is used for analysis. The results show that local cultural values are expressed through multiple modes, especially visual illustrations and classroom activities that mirror students’ daily social experiences. These portrayals emphasize values like respect for elders, family bonds, and community cooperation, which are vital to Indonesian socio-cultural life. Yet, the cultural elements tend to be implicit and limited in some units. The study recommends that future textbook design include more explicit ethnopedagogical components to enhance culturally responsive language learning for young students.
FEASIBILITY OF UNITY-BASED DIGITAL GAMIFICATION ASSESSMENT MEDIA FOR GRADE VIII STUDENTS' SPEECH TEXT READING SKILLS
The purpose of this study is to determine the feasibility of digital gamification assessment media that has been developed as one of the necessary stages in the 4D development model. Digital gamification assessment media is designed to overcome the problems found in schools, namely the use of conventional assessment methods that are less efficient and unable to provide direct feedback to students. In addition, students' low interest in reading has encouraged the need for more interactive and interesting assessment media innovation. The assessment media was developed by adopting gamification strategies that aim to increase students' enthusiasm in the assessment process. The development model used in this study is a 4D model. Research data related to media feasibility were analyzed using quantitative and qualitative methods. The quantitative method uses numbers and percentages, while the qualitative method consists of suggestions, criticisms, and revisions from experts. Data was collected through a validation questionnaire using the Likert scale and analyzed quantitatively. The results showed that the developed media obtained a validation score of 96.6% from media experts, 97.5% from linguists, and 100% from subject matter experts, all of which were categorized as very feasible. This media is able to integrate gamification elements such as scores, levels, and direct feedback, thereby increasing student motivation and engagement. Therefore, Unity-based digital assessment media with gamification strategies is feasible to be used as an innovative alternative in learning assessment.