International Journal of Education and Teaching Zone

A Critical Mixed-Methods Analysis of Student-Teachers’ Action Research Challenges and Institutional Mediation in Ghanaian Colleges of Education

Sat, 28 Feb 2026 00:00:00 +0000

Action research is a core component of Ghana’s Initial Teacher Education (ITE) framework, designed to foster reflective practice and inquiry-based problem-solving during student-teachers’ internships. However, ongoing difficulties in its implementation raise concerns about the adequacy of institutional and supervisory support. This study explores the lived experiences of final-year student-teachers conducting action research in Colleges of Education in Ghana. Using a mixed-methods embedded design, quantitative and qualitative data were collected from 240 student-teachers across 16 colleges. Descriptive statistics and thematic analysis identified key challenges, assessed institutional support structures, and examined coping strategies. Findings indicate major difficulties in problem identification, data analysis, and academic writing, intensified by irregular supervision, limited methodological guidance, logistical constraints, and cognitive-emotional pressures. Nevertheless, most participants reported improved reflective thinking and classroom problem-solving. The study proposes a conceptual framework linking student challenges with institutional support and recommends scaffolded research pedagogy, standardized supervision, and enhanced digital infrastructure to strengthen sustainable research capacity.

Enhancing Science Concept Mastery through a Structured Inquiry Learning Model Integrated with Electronic Teaching Materials

Fitria Wahyu Wulansari, Riva Ismawati — Sat, 28 Feb 2026 00:00:00 +0000

Mastery of science concepts among eighth-grade students at SMPN 4 Magelang remains relatively low, as indicated by limited engagement in learning activities and assessment results below expected competency standards. This issue requires pedagogical intervention. This study aimed to enhance science concept mastery through a structured inquiry learning model integrated with electronic teaching materials. Collaborative classroom action research was conducted over three cycles with 32 students participating for six weeks. Concept-mastery tests based on Bloom’s revised taxonomy were used as instruments, and data were analyzed using mean scores, achievement rates, and N-gain. Findings showed consistent improvement from Cycle I to Cycle III, with posttest scores increasing from 68 to 81, N-gain values rising from .44 to .69, and completion rates improving from 44% to 81%. The structured inquiry model facilitated students’ conceptual understanding through systematic scientific procedures, while electronic teaching materials enhanced visualization and interactivity. These results demonstrate the effectiveness of combining structured inquiry with digital learning resources to strengthen students’ comprehension and application of scientific concepts

Developing and Validating a Web-Based Five-Tier DiagnosticInstrument to Identify Student Misconceptions on Temperature and Heat

Azizah Hanum, Maison, Yusnaidar — Sat, 28 Feb 2026 00:00:00 +0000

This study aims to develop and validate a web-based five-tier isomorphic diagnostic instrument to identify students’ misconceptions on temperature and heat concepts in junior high school. This research employed a quantitative developmental approach, involving instrument development, construct validation, and descriptive analysis of students’ responses. The instrument consisted of nine multiple-choice items structured into five tiers and was validated using factor analysis (Principal Component Analysis), with all items showing factor loadings greater than 0.50. Reliability testing using Cronbach’s alpha yielded a coefficient of 0.745, indicating high internal consistency. A total of 101 eighth-grade students from SMP Negeri 12 Jambi participated in the study by completing the web-based diagnostic test. The results identified 13 types of misconceptions, with an average misconception rate of 12.56% across all tiers, indicating that although students’ overall misconceptions were relatively low, several fundamental concepts related to temperature and heat remained problematic. The most common misconception was that dividing an object divides its temperature, accounting for 36.6%. Compared to conventional one-tier or two-tier diagnostic tests, this five-tier isomorphic instrument provides more detailed diagnostic information by incorporating students’ reasoning and confidence levels. Therefore, this instrument contributes to science education research by providing a valid, reliable, and practical tool for diagnosing students’ conceptual understanding and supporting more effective instructional planning in physics.

The Interactive Local Wisdom E-Book with EARLS Features to Promote Tolerance Among Young Learners

Fina Zulfa Mustafidah, I Wayan Dasna , Dedi Kuswandi, Shirly Rizki Kusumaningrum — Sat, 28 Feb 2026 00:00:00 +0000

This study aimed to develop and evaluate an interactive local wisdom based e-book integrated with the Environment Augmented Reality Learning System (EARLS) to support tolerance-oriented learning among elementary school students. EARLS is conceptualized as a pedagogical framework combining contextual cultural narratives, augmented reality based visualizations, reflective tasks, and collaborative learning activities to foster respect for diversity and cooperative behavior. A research and development approach based on the Lee and Owens model was employed, involving 17 fifth-grade students in a public elementary school in Indonesia during the field implementation phase. Tolerance was assessed through structured classroom observations, students’ performance on learning tasks, and pretest–posttest outcomes related to tolerance concepts. The findings indicate that the e-book demonstrates high feasibility and practicality, with moderate effectiveness reflected in improved student engagement and tolerance-related understanding. Beyond product validation, this study contributes theoretically by operationalizing EARLS as a culturally grounded augmented reality framework for character education, providing empirical insight into how local wisdom–based digital media can support tolerance development in primary education. However, results should be interpreted cautiously due to the small sample size and the one-group pretest–posttest design, which may limit generalizability. Future research involving larger samples and comparative designs is recommended to examine the broader applicability of EARLS-based local wisdom digital learning.

Elementary Teachers’ Acceptance of Digital Learning Platforms for Differentiated and Deep Learning: An Empirical Study Based on the UTAUT Framework

Iis Hartati, Yunus Abidin, Dede Trie Kurniawan — Sat, 28 Feb 2026 00:00:00 +0000

The effective integration of digital technology in differentiated and deep learning requires a clear understanding of the factors influencing teachers’ acceptance of instructional platforms. This study investigates the determinants of elementary school teachers’ adoption of Canva for developing differentiated learning media using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A quantitative design was employed, involving 133 Indonesian elementary teachers selected through purposive sampling. Data were collected through a validated questionnaire and analyzed using Structural Equation Modeling (SEM) with SmartPLS 4, including measurement and structural model evaluation based on path coefficients, p-values, R², and predictive relevance (Q²). The model explains 68% of the variance in behavioral intention (R² = 0.68), indicating substantial explanatory power. The results show that effort expectancy (β = 0.35, p < 0.01), social influence (β = 0.28, p < 0.01), and self-efficacy (β = 0.22, p < 0.05) significantly and positively influence teachers’ intention to use Canva, whereas performance expectancy and facilitating conditions do not exhibit significant direct effects. These findings confirm the relevance of UTAUT in the Indonesian educational technology context and identify ease of use, social support, and digital confidence as key drivers of technology adoption. The study offers practical implications for professional development programs and educational policy aimed at strengthening technology integration for differentiated instruction.

The Effect of Gamification in Learning English for Non Language Majority Class at University Level: Solomon Study

Aryawira Pratama, Hadiyanto, Eddy Haryanto, Bunga Ayu Wulandari — Sat, 28 Feb 2026 00:00:00 +0000

Gamification is increasingly used in higher education to enhance student motivation, engagement, and learning outcomes. However, its impact on specific English skills for non-language majors, particularly in STEM, remains under-researched, especially considering pre-test sensitization effects. This study examines the effect of Kahoot!-based gamification on English grammar, reading comprehension, and vocabulary acquisition among mathematics education students. A Solomon Three-Group design was employed: Group 1 (experimental) – pretest, treatment, posttest; Group 2 (control 1) – pretest, no treatment, posttest; Group 3 (control 2) – no pretest, treatment, posttest. Data were collected via pre- and post-tests, with analysis using paired-sample t-tests for within-group changes and ANOVA for between-group comparisons. Results showed significant improvement in the experimental group (p = 0.008). ANOVA indicated no significant difference between the experimental and control 1 groups, but significant differences emerged between the experimental and control 2 groups, as well as between the two control groups, highlighting the influence of pre-testing on gamification effectiveness. Cohen’s d = 0.42 suggests a modest effect. Overall, the study provides evidence that gamification can enhance English learning outcomes among non-language majors, particularly when combined with initial assessment to guide targeted interventions.

Design and Validation of Canvas-Based Interactive General Biology Modules: Scientific Literacy Scaffolds within Project-Based Learning to Support 4C Skills

Nana Sutrisna, Dwitri Pilendia — Sat, 28 Feb 2026 00:00:00 +0000

The Society 5.0 era calls for learning innovations that support both content understanding and 21st-century competencies, particularly the 4C skills (communication, collaboration, critical thinking, and creativity). This study designed and validated Canvas-based interactive General Biology modules by embedding scientific literacy scaffolds within Project-Based Learning (PjBL) phases to support students’ 4C-related skills. The development followed Plomp’s model (preliminary research, prototyping, and assessment) and involved 25 purposively selected students at STKIP Muhammadiyah Sungai Penuh. The integration mechanism was operationalized by mapping scientific literacy components (e.g., interpreting scientific information, evaluating evidence, and scientific reasoning) into each PjBL phase and implementing them through Canvas features such as structured Modules, staged Assignments, Rubrics, Discussions/Groups, and feedback tools. Data were collected using validity and practicality questionnaires, checklists, and interviews. Results indicated that the modules met the criteria for validity (mean score 87.55, valid) and practicality based on lecturer and student responses (scores 84.25 and 84.89, practical). A limited tryout produced N-Gain indicators suggesting promising 4C-related improvement (communication 0.75, collaboration 0.75, critical thinking 0.78, creativity 0.74), but generalizability is limited due to the small, single-institution sample.

Improving Undergraduate Science Education Students’ Research Skills through STEM Learning Integrated with the Research Skill Development (RSD) Framework: A Quasi-Experimental Study

Eli Trisnowati, Wiyanto, Bambang Subali, Sulhadi — Sat, 28 Feb 2026 00:00:00 +0000

Research skills are an important competency in higher education, but various findings indicate that these skills are still developing unevenly among students. This study aims to examine the relationship between STEM-based science learning integrated with the Research Skill Development (RSD) framework and students' research skill achievement compared to conventional learning. The study used a quantitative approach with a quasi-experimental pretest–posttest control-group design involving 120 third-semester students in the science education study program at a university, who were divided into two experimental and two control classes. The experimental group received STEM learning structured according to the RSD stages and supported by a structured assessment rubric. In contrast, the control group followed the usual lecture-and-assignment-based learning practices. Data were collected using a research skills test developed in line with the RSD framework, then analyzed descriptively and inferentially using the Mann–Whitney U test. The pretest results showed no significant difference between the two groups (p = 0.445). In contrast, significant differences were found in posttest 1 (p = 0.030), posttest 2 (p = 0.010), and posttest 3 (p = 0.011), with the experimental group's average score increasing from 39.7 to 59.1 and the control group's from 37.1 to 54.7. These findings suggest a short-term performance advantage associated with STEM–RSD implementation, depending on the cohort and the instrument used.

Mapping Siulak–Kerinci Folktales to the Pancasila Student Profile (Phase D): A Directed Qualitative Content Analysis

Nada Sawita, Nazurty Nazurty, Ade Kusmana, Desti Angraini — Sat, 28 Feb 2026 00:00:00 +0000

Indigenous folktales are culturally grounded resources for value and character education, yet schools often lack systematic procedures for translating narrative meaning into curriculum-aligned competencies and teachable tasks. This text-based study addresses this gap through a qualitative, document-based analysis of eleven Siulak–Kerinci folktales from Kerinci, Jambi Province, Indonesia. Using directed qualitative content analysis guided by the Pancasila Student Profile (Phase D), values were inferred from narrative episodes, character actions, and consequence sequences, then mapped to the Profile dimensions and translated into design implications for the Pancasila Student Profile Strengthening Project (P5) in Indonesian junior secondary education. The analysis identified seven recurrent cultural values: religiosity, honesty, responsibility, tolerance, social care and mutual cooperation, work ethic, and local identity. These values align coherently with the six Profile dimensions at Phase D and provide a defensible rationale for curriculum mapping from indigenous narratives to competency-oriented learning aims. This study does not evaluate classroom implementation; proposed P5 tasks are presented as design implications rather than tested instructional guidance. Future research should examine feasibility and learning outcomes in P5 settings and strengthen reliability through inter-coder agreement procedures.

STEM-Based Microgreen Learning Media to Enhance Senior High School Students’ Science Process Skills

Sat, 28 Feb 2026 00:00:00 +0000

Science process skills are crucial in biology education and benefit from experiential, inquiry-based approaches. However, biology learning often remains abstract and lacks subject-specific media. This study investigated the effectiveness of STEM-based learning using biodegradable microgreen seed paper to enhance eleventh-grade students’ science process skills and learning responses in plant growth and development. Using a one-group pretest–posttest design (n = 36), students engaged in scientific inquiry, engineering-based design of seed paper, and technology-assisted observation. Science process skills were assessed via essays, and student responses via a Guttman-scale questionnaire. Data analysis with N-gain and the Wilcoxon test showed significant improvement in science process skills (pretest mean = 63.19, posttest mean = 89.03, N-gain = 0.71, Z = −5.248, p < 0.05) and very positive student responses (97%). These findings suggest STEM-based microgreen seed paper learning effectively enhances science process skills and engagement, supporting SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production).

Promoting Computational Thinking Through Pedagogical Competence and Scientific Capability: The Mediating Role of Locus of Control

Yulita Pujiharti, Amanah Agustin, Raya Sulistyowati, Mukarom, Loesita Sari — Sat, 28 Feb 2026 00:00:00 +0000

Society 5.0 demands computational thinking (CT) skills among university students, particularly prospective economics teachers. This study examines how pedagogical competence and scientific capability key competencies of pre-service teachers influence CT, with locus of control (LOC) as a mediator. Data were collected via cross sectional survey from 375 economics education students (semester 5-8) across five Indonesian state universities (Java region) using partial least squares structural equation modeling (PLS-SEM) grounded in Rotter's LOC theory (1966) and Bandura's Social Cognitive Theory (1997). Findings reveal pedagogical competence (β=0.929, p<0.01) and scientific capability (β=0.148, p<0.05) significantly predict CT directly, while LOC partially mediates both relationships (H6: β=1.820, p<0.001; H7: β=0.148, p<0.01). This study offers novel theoretical contributions by validating LOC mediation in non-STEM economics education context, unique to Indonesia's collectivist culture. Practically, findings inform teacher education programs (PPG/PGS) to integrate CT pedagogy modules that target the development of internal LOC in learning, and prepare educators to face the challenges of the digital economy.

Development and Validation of a Critical Thinking Skills Instrument for Grade 11 Biology Students Based on Ennis’s Framework

Try Susanti, Dwi Gusfarenie, Nanda Gusriani, Diandara Oryza, Nining Nuraida — Sat, 28 Feb 2026 00:00:00 +0000

The ability to think critically is a key competency required of students in the 21st century, particularly in science education. This study aimed to develop and empirically evaluate a critical thinking skills assessment instrument for Grade 11 senior high school students in biology learning. The instrument was developed using the ADDIE development model, encompassing the analysis, design, development, implementation, and evaluation stages. Empirical testing was conducted during the implementation stage with Grade 11 senior high school students in Jambi City. Item analysis was performed to examine content validity, empirical validity, reliability, item difficulty, and discrimination indices. Empirical data were analyzed using ANATES version 4.0.9. The results indicated that 22 out of 56 items met the predefined validation criteria, demonstrating acceptable levels of item difficulty and discrimination power. The reliability coefficient of the finalized instrument was 0.68, which is considered acceptable for an exploratory educational assessment instrument. These findings suggest that the developed instrument possesses adequate psychometric properties for measuring students’ critical thinking skills in biology learning and can support future instructional evaluation and research within similar educational contexts.

TPACK Mastery through STEM-Integrated Project-Based Learning in Online Physics Course

Irma Rahmawati, Siti Noor Latifah, Bakhrul Rizky Kurniawan — Sat, 28 Feb 2026 00:00:00 +0000

This study investigates the effectiveness of STEM-integrated project-based learning (PBL) in enhancing prospective physics teachers' TPACK mastery within an online multimedia physics course. Employing a mixed-methods embedded design, 18 prospective physics teachers at Universitas Islam Negeri Antasari Banjarmasin engaged in a five-stage STEM-PBL framework reflection, research, discovery, application, and communication via a learning management system, culminating in educational video projects and lesson plans assessed using a validated TPACK rubric. Descriptive analysis revealed that the majority of students (67.1%) attained moderate TPACK proficiency, with 16.7% achieving high and 22.2% low categories. Although female students demonstrated marginally higher mean scores (M = 82.1) compared to males (M = 81.8), Mann-Whitney tests confirmed no statistically significant gender differences across any TPACK dimension (p > 0.05). These findings contribute empirical evidence that STEM-integrated PBL delivered through online platforms effectively fosters technological, pedagogical, and content competencies among prospective teachers, addressing the growing demand for digitally competent educators. The study underscores the pedagogical value of structured, project-based approaches in teacher preparation programs and offers practical implications for designing online learning environments that integrate STEM principles to develop 21st-century teaching competencies.

Effects of Microlearning Based Science Modules on Conceptual Understanding and Self Regulated Learning: A Quasi Experimental Study in Senior Secondary Schools

Hamdani, Reni Marlina, Nurussaniah, Suci Siti Lathifah, Aminah Zb — Sat, 28 Feb 2026 00:00:00 +0000

This study examined the effectiveness of a microlearning-based science module in enhancing students' conceptual understanding and self-regulated learning (SRL). Employing a quasi-experimental non-equivalent control group design, 32 secondary students were equally assigned to experimental (microlearning) and control (conventional instruction) groups. Data were collected through validated conceptual understanding tests, SRL questionnaires, and delayed post-tests to measure retention. Descriptive results showed the experimental group consistently outperformed the control group across all measures, achieving higher mean scores in conceptual understanding (M = 81.38, SD = 6.41 vs. 72.06, SD = 6.87), SRL (M = 82.25 vs. 71.81), and retention (M = 78.94 vs. 69.13). Inferential analysis revealed significant differences in overall conceptual understanding (t = 3.21, p = 0.003) with a large effect size (Cohen's d = 0.80), as well as across specific indicators of basic concepts, conceptual application, and scientific reasoning. These findings indicate that microlearning effectively supports deeper conceptual understanding, learner autonomy, and long-term retention by reducing cognitive load and enabling flexible, self-paced learning, positioning it as a promising instructional approach for strengthening science education quality at the secondary level.

Critical Thinking Disposition of Prospective Mathematics Teacher in Solving Mathematics problem

Sat, 28 Feb 2026 00:00:00 +0000

Truth-seeking and open-mindedness are core dispositions of critical thinking, particularly in the context of mathematical problem solving. This study examines the critical thinking dispositions of prospective mathematics teachers when solving problems containing contradictory information and incomplete data. Specifically, it investigates behavioral tendencies related to truth-seeking and open-mindedness.This qualitative exploratory study involved 15 prospective mathematics teachers. Data were collected through written tests, direct observations, and semi-structured interviews. To enhance validity, methodological triangulation was employed by comparing findings across these three data sources to ensure consistency and credibility. The findings indicate that the participants generally did not demonstrate strong truth-seeking dispositions. Most participants failed to question the validity or completeness of the information presented and tended to respond procedurally without critically examining contradictions or missing data. These results suggest that procedural competence does not necessarily reflect the presence of critical thinking dispositions. The study highlights the need for instructional strategies that explicitly foster truth-seeking and open-mindedness in mathematics teacher education.