International Journal of Education and Teaching Zone

Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education

Ronald M. Quileste, Maria Leah Paola Estacio, Charity Rose Pagara — Mon, 06 Oct 2025 00:00:00 +0000

Assessment literacy remains underdeveloped in many teacher education programs, with limited use of inquiry-based approaches. No empirical studies have applied the 5Es model specifically to assessment education, particularly in resource-constrained contexts. This mixed-methods study introduces the ASPIRE Framework (Assessment through Structured Pedagogy, Inquiry, and Reflective Engagement), an adaptation of the 5Es model integrating constructivist principles and the Filipino value of bayanihan. Implemented in a Philippine teacher education course (n = 29 pre-service teachers), ASPIRE was evaluated through surveys, a validated pretest-posttest, interviews, and assignment analysis. Engagement remained consistently high across phases (M = 3.64–3.75/4), and learning scores improved significantly by 9.22 points (Z = –3.96, p < 0.001, r = 0.73), indicating a substantial impact. Qualitative findings highlighted clarity, practicality, and strong collaborative learning, though time constraints limited group activities during the Explore phase. The framework’s low-resource design suggests adaptability in similar Southeast Asian settings. While results provide preliminary evidence that culturally responsive, inquiry-driven pedagogy can enhance assessment literacy, the small sample and single-course context limit generalizability. Future research should examine scalability across disciplines, compare ASPIRE with traditional approaches, and explore adaptations for diverse educational and cultural contexts.

Moral Responsibility of Bystander Role in The Midst of Bullying: A Gender-Based Cross-Sectional Survey

Moch. Syihabudin Nuha, Muslihati Muslihati, Diniy Hidayatur Rahman — Tue, 07 Oct 2025 00:00:00 +0000

The bystander effect is the tendency of individuals to not respond to emergencies by helping, defending, or stopping them. Bullying is a sign that someone is in real and imminent danger. Efforts to involve bystanders in intervention will determine whether bullying becomes more severe or even does not occur if they have a moral involvement to their surroundings. This study will highlight the role of bystanders in bullying incidents, whether there is a correlation between the role of bystanders and gender, and how bystanders view bullying from a moral perspective. The research method uses a descriptive quantitative research design that will describe and explain the role of bystanders in bullying incidents. The research data was collected from 104 students aged 12-15 years with instrument bystander bullying role scale 37 items. This scale consists of bystander roles like defender, assistant, outsider, aggressive defender, and reinforcer. The assistant and reinforcer roles showed pro-bullying with findings of 5% and 42% in the moderate category. The defender and aggressive defender roles showed anti-bullying with findings of 22% and 56% in the moderate category. Meanwhile, the outsider role, which is the core of passive bystanders, was found to be 49% in the moderate category and 27% in the high category. The r value obtained was 0.036 < 0.195, indicating a weak correlation between bystander roles and gender. The various observer roles in both genders show that the bystander role can be performed by anyone and that there are individual characteristics that inhibit, reinforce, or are indifferent to bullying incidents. From a moral point of view, these findings show that it is important to develop a sense of moral responsibility and encourage bystanders to intervene on behalf of bullying victims, especially in the role of outsiders.

The Relationship Between Self-Efficacy and Peer Social Support in High School Students' Career Decision-Making: A Correlational Study in Indonesia

Rahmad Firmansyah, Dina Sukma — Tue, 07 Oct 2025 00:00:00 +0000

This study examines the relationship between self-efficacy and peer social support on career decision-making among 11th-grade students at State Senior High School 1 Padang, Indonesia. Using a quantitative correlational design with a sample of 200 students selected through proportional random sampling, data were collected using validated instruments and analyzed through multiple regression. The results indicate that both variables collectively explain 51.8% of variance in career decision-making (R² = 0.518), with self-efficacy demonstrating a significant positive effect (β = 0.839, p < 0.001) while peer social support shows a significant negative effect (β = -0.207, p < 0.001). These findings reveal the paradoxical nature of peer influence in career decision-making within collectivistic cultural contexts, suggesting that while self-efficacy enhances career decision capability, excessive peer social support may potentially undermine students' autonomous decision-making. The study provides important implications for developing culturally-responsive career guidance interventions that simultaneously strengthen self-efficacy while teaching students to constructively navigate peer influences

The Impact of CBM-Based Counseling Learning with Relaxation Techniques in Reducing Anxiety

Miftahul Jannah, Yeni Karneli, Rezki Hariko, Zadrian Ardi — Tue, 07 Oct 2025 00:00:00 +0000

Counseling education plays a crucial role in both classroom and extracurricular learning contexts. It can serve as a foundational paradigm for educational practices in society. Substance Use Disorder (SUD) presents significant global and local challenges that can disrupt the educational landscape in Indonesia, particularly due to its high prevalence in correctional institutions, which often leads to accompanying psychological issues such as anxiety that hinder rehabilitation. This study examined the effectiveness of group counseling using a Cognitive Behavior Modification (CBM) approach combined with relaxation techniques in reducing anxiety among incarcerated individuals with SUD at Padang Class IIA Correctional Institution. Employing a quantitative quasi-experimental design with a pretest–posttest control group, 16 participants were selected through purposive sampling and divided into experimental (n=8) and control (n=8) groups. Anxiety was measured using a 32-item Likert scale adapted from Nevid et al. (2018), and data were analyzed using the Wilcoxon Signed-Rank Test and Mann–Whitney U Test. The findings revealed a significant decrease in anxiety levels in the experimental group (mean pretest = 136.38, posttest = 54.38, p = 0.012, N-Gain = 78.56%), outperforming the control group (p = 0.027). These results support the role of CBM in restructuring maladaptive thinking and highlight the contribution of relaxation techniques to emotional stability. This intervention provides a promising evidence-based option for mental health programs in Indonesia and offers valuable insights for policy development to enhance rehabilitation and promoting high quality education, especially in the world of educational psychology learning.

Assessing Student Independence for Effective Learning via Digital Modules in Economics

Friyatmi, Tuti Kamila Sukma; Socheath Mam — Tue, 07 Oct 2025 00:00:00 +0000

Due to Generation Z's lack of learning autonomy and limited digital learning resources, the utilization of digital modules that consider students' needs is critical. This study aimed to examine student independence in economics learning that integrates digital modules. An experimental design with a posttest-only control group was applied, comparing students who used digital modules with those who relied on printed modules. Treatment effects were assessed using an independent sample t-test. The results show that digital modules significantly enhanced students’ independence. This finding suggests that digital modules are not only effective in strengthening 21st-century learning competencies but also provide practical guidance for educators in designing more learner-centered instructional materials. Moreover, the results provide helpful ideas for policymakers in promoting the digitalization of curriculum resources to support student independence and educational quality improvement.

Interactive E-Module Based on Canva to Improve Students’ Negotiation Text Competence

Tue, 07 Oct 2025 00:00:00 +0000

This study aims to develop a digital e-module on negotiation texts for tenth-grade students, integrating contextual content and interactive features in alignment with the Kurikulum Merdeka. Employing the ADDIE model Analysis, Design, Development, Implementation, and Evaluation this research addresses students’ low performance in negotiation text writing and the limited use of engaging digital media in Indonesian language instruction. The e-module was designed using Canva for visual layout and Flipbook Maker for interactive delivery, incorporating authentic scenarios, annotated dialogues, and formative assessments. A mixed-methods approach was adopted, involving expert validation (media, language, and content), student and teacher questionnaires, interviews, observations, and pretest-posttest analysis. Thirty-eight students and two teachers from a public senior high school in Bogor participated in the implementation phase. Validation scores showed high feasibility (media: 90%, language: 100%, content: 96%), while student responses yielded a 92.21% effectiveness rating. Pretest and posttest results showed a substantial learning gain (N-Gain = 0.71), confirming the module’s effectiveness in enhancing students’ comprehension and writing of negotiation texts. The findings suggest that contextually responsive and visually engaging e-modules can significantly improve language learning outcomes. This research contributes to instructional material innovation by offering a feasible and adaptable digital solution for genre-based learning in Indonesian classrooms.

The Influence of Digital Intelligence on Improving the Learning Quality of Arabic Language Courses

Afriza, Kasmiati, Halomoan, Muhammad Fadhlan — Tue, 07 Oct 2025 00:00:00 +0000

The integration of technology in Arabic language learning remains a significant challenge, requiring lecturers to possess advanced digital competencies. This study examines the influence of digital intelligence on the quality of Arabic language instruction at the Sultan Syarif Kasim State Islamic University. Employing a quantitative ex post facto design with correlational analysis, the study involved 30 lecturers from the Arabic Language Education Study Program. Data were collected using structured questionnaires, supporting interviews, and document analysis. Results indicate a statistically significant and strong positive relationship between lecturers’ digital intelligence and the quality of learning, with a coefficient of determination of 74.3% (R² = 0.743). Linearity tests confirm a consistent linear relationship between the variables, and linear regression analysis reveals a correlation coefficient of R = 0.862, highlighting the robustness of this association. Lecturers with higher digital intelligence are better able to integrate technology into their teaching, enhance interactivity, and improve pedagogical effectiveness. These findings underscore the need for systematic and sustained initiatives to strengthen digital competencies among Arabic language lecturers. Beyond instrumental technology use, lecturers are encouraged to adopt innovative pedagogical strategies that leverage digital tools to optimize learning outcomes.

Exploring Students' School Well-Being in Private Islamic Boarding School: A Case Study

Firda Amalia Thoyibah, Nurul Wahdah, Surawan Surawan — Tue, 07 Oct 2025 00:00:00 +0000

Student well-being has become an increasingly critical concern amid demanding curricula and intense academic competition, particularly in boarding schools. However, this aspect is often overlooked as schools tend to prioritize academic achievement over holistic development. This study aims to examine the level of student well-being at Hasanka Islamic Boarding School in Palangka Raya using a four-dimensional framework encompassing having, loving, being, and health. Employing a mixed-methods approach with an explanatory sequential design, the quantitative phase collected data from 123 students selected through proportionate stratified random sampling based on the Slovin formula. The qualitative phase involved interviews, observations, and documentation to validate and enrich the survey findings. Results revealed that most students reported a moderate level of school well-being. The having and being dimensions achieved the highest mean scores, underscoring the importance of adequate facilities and opportunities for self-fulfillment in fostering well-being. In contrast, the loving and health dimensions scored lowest, indicating that social connectedness and physical-mental health remain vulnerable aspects in boarding school environments characterized by dense and competitive curricula. The findings highlight the necessity for integrated school strategies that balance academic rigor with students’ physical health, mental resilience, and social support systems to promote holistic well-being within the school context at school level, especially in Indonesia.

Cognitive Restructuring in Group CBT Reduces Live-Streaming Addiction Among Indonesian Adolescents

Aminah Daulay, Neviyarni S — Tue, 07 Oct 2025 00:00:00 +0000

The pervasive rise of live-streaming video game platforms has triggered concerns about behavioral addiction among adolescents, particularly in rapidly digitalizing societies like Indonesia. This study examines the efficacy of group-based Cognitive Behavioral Therapy (CBT) in reducing live-streaming addiction symptoms among high school students. A quasi-experimental design with pre-test-post-test control group was implemented with 20 students (N=20) exhibiting moderate addiction levels, selected through purposive sampling. The experimental group (n=10) received five 45-minute sessions of manualized group CBT focusing on cognitive restructuring, while the control group (n=10) received standard group guidance. Results demonstrated significantly greater reduction in addiction scores for the experimental group (mean reduction=31 points, p=0.005) compared to controls (mean reduction=9 points, p=0.005), with large between-group effect size (p=0.000, r=0.65). Cognitive restructuring techniques effectively modified maladaptive thought patterns underlying compulsive viewing behaviors. The group modality enhanced treatment effectiveness through peer support and collective skill-building. These findings support the integration of evidence-based CBT protocols into school counseling services to address emerging behavioral addictions. Recommendations include counselor training in CBT techniques, development of culturally adapted interventions, and implementation of systematic screening for at-risk students. This study contributes to the growing literature on digital wellness interventions in educational contexts.

Investigating the Translanguaging in South African Higher Education: Insights from Lecturers and Students

Dorcas Cathrine Mokgope , Seshoka Joseph Rapeta — Tue, 07 Oct 2025 00:00:00 +0000

This study aims to investigate how translanguaging is practiced by both lecturers and students in South African higher education institutions, to benefit both teaching and learning processes. A qualitative case study research design was employed for this study, as it offers a comprehensive and in-depth exploration of complex phenomena within their real-life context. Six lecturers and six students from a North-West Technical and Vocational Education and Training (TVET) college in South Africa participated in this study through semi-structured interviews. Thematic data analysis was employed to interpret and make sense of the collected data. The findings revealed that translanguaging creates inclusive educational spaces where linguistic and cultural diversity are valued, supports the construction of social connections among learners from diverse backgrounds, and enables students to understand academic content more effectively and express it more clearly. These findings suggest that the use of English as a medium of instruction and its impact on teaching and learning can be a valuable framework for multilingual contexts, as it empowers learners to use their home language. It is recommended that clear language policies be developed that recognise and support translanguaging as a legitimate pedagogical strategy.

Integrating Problem-Based Learning and the Teaching at the Right Level Approach to Improve Students’ Collaboration Skills

Alfi Andriani, Eli Trisnowati — Tue, 07 Oct 2025 00:00:00 +0000

This study aimed to enhance Grade VIII students’ collaboration skills by integrating the Teaching at the Right Level (TaRL) methodology with the Problem-Based Learning (PBL) model. Conducted as classroom action research (CAR) involving 32 students from Class VIII F at SMP Negeri 1 Magelang, the study was implemented over two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data were collected through observation sheets, questionnaires, and interviews, and analyzed using descriptive quantitative techniques. The findings revealed consistent improvement across five indicators of collaboration skills, with increases of 15%, 19%, 17%, 22%, and 18% after two cycles. The overall average score rose from 61% in the pre-cycle to 72% in Cycle I and 91% in Cycle II. These results indicate that the integration of PBL and TaRL effectively fostered students’ teamwork competencies. The study contributes to the growing body of evidence on how learner-centered and level-based instructional approaches can synergistically promote active engagement, peer collaboration, and the development of 21st-century skills in middle school education.

Educational Significance of Father–Child Play Interactions: Implications for Early Cognitive and Socioemotional Development

Indra bangsawan, Husin, Siti Mariah Ulfah — Tue, 07 Oct 2025 00:00:00 +0000

This study investigates fathers’ unique contributions to the cognitive and emotional development of young children a dimension of early childhood education often overshadowed by maternal-focused research. It examines the evolving role of fathers from traditional authority figures to responsive play partners, the adaptive interaction strategies they employ, and the developmental outcomes of their engagement. Using a qualitative exploratory case study design, data were collected from 12 purposively selected fathers in Teluk Rendah Pasar Village, Tebo Regency, through in-depth interviews, participant observation, and documentation. Thematic analysis validated through source triangulation (fathers, mothers, and children) revealed three major findings. First, fathers experienced a meaningful transformation toward emotionally engaged and pedagogically responsive caregivers. Second, they developed adaptive strategies emphasizing intentional quality time, play integration into daily routines, and symbolic family rituals such as “Saturday morning adventures.” Third, paternal play fostered children’s cognitive growth (problem-solving, focus) and socioemotional competence (self-regulation, confidence, and social skills). These findings highlight the educational significance of paternal play as a catalyst for holistic child development and call for father-education initiatives and family-friendly workplace policies that support sustained paternal engagement in early learning.

Automated Essay Assessment using Machine Learning: A Case Study on Newton's Laws of Motion

Wawan Kurniawan, M Feby Khoiru Sidqi — Tue, 07 Oct 2025 00:00:00 +0000

This study aims to develop and evaluate a machine learning–based essay assessment website designed to measure students’ understanding of Newton’s Laws of Motion. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research involved physics teachers in Jambi Province, with a total population of 60 teachers. A random sampling technique was applied to select 20 teachers as respondents. The product underwent two stages of expert validation: Stage 1 scored 3.51 (70.2%), categorized as feasible, while Stage 2 achieved 3.95 (79.04%), classified as highly feasible. Field evaluations conducted with teachers experienced in assessment reported a score of 4.45 (89%), indicating a very high level of practicality and usability. These findings demonstrate that the developed system is effective, reliable, and user-friendly, supporting teachers in providing deeper, constructive feedback and improving assessment efficiency. This research highlights the potential of machine learning integration in educational assessment and offers an innovative solution to enhance the quality of physics learning and school-based evaluation practice