Jurnal Pendidikan Indonesia Gemilang publishes research and review articles in the field of education especially in the Indonesia context such as Religious Education, Model and Modelling, Integrated STEM Education, STEAM Education, Scientific Argumentation, Socio-Scientific Issue Based Teaching and Learning, Model Based Integrated Inquiry in STEM, Model Based Teaching and Learning, Curriculum and Instruction, Curriculum Ideology, Curriculum Development, Learning Progession, Learning Assessment, Computational Thinking, Bioinformatics Learning, Machine Learning, ICT Based Teaching and Learning, 21st Century Skills, Scientific Literacy, Teacher Ability, Professional Development, Teaching and Learning Based on Local Wisdom, Contextual Based Teaching and Learning, Technological Pedagogical and Content Knowledge, Pedagogical Content Knowledge, Teaching and Learning Based on Indigenous Knowledge, Teacher Education, Educational Policy, Character Education and Systematic Review and Meta-analysis in Education towards the 4th Sustainable Development Goal (Quality of Education). Eventhough the Jurnal Pendidikan Indonesia Gemilang mainly focused on education issues in the Indonesia context or related issues. However, the review and research articles dealing with general educational issues outside the context of education in Indonesia are welcome. Jurnal Pendidikan Indonesia Gemilang is published every February and August in each year in Bahasa Indonesia or English. However, since Vol.2, No.2, August 2022 Jurnal Pendidikan Indonesia Gemilang has become an international journal that publishes articles in English. Jurnal Pendidikan Indonesia Gemilang is published by Gemilang Maju Publikasi Ilmiah (GMPI). Jurnal Pendidikan Indonesia Gemilang has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by Jurnal Pendidikan Indonesia Gemilang will have unique DOI numbers since Vol. 1, No. 1, August 2021. Since Vol. 1, No. 1, August 2021 Jurnal Pendidikan Indonesia Gemilang uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Jurnal Pendidikan Indonesia Gemilang has e-ISSN 2807-5285. To give researchers the opportunity to write their perspectives on STEM Education or related ones, since the year 2023, the review articles are also welcome to be submitted to the Jurnal Pendidikan Indonesia Gemilang. Jurnal Pendidikan Indonesia Gemilang in English means The Briliant Indonesian Journal of Education. Jurnal Pendidikan Indonesia Gemilang has been accredited at the 5th grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 72/E/KPT/2024 and it has been reacredited at the 3rd grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.5, No.1, 2025 until Vol.9, No.2, 2029 according to the decision No. 295/C/C3/KPT/2026. Jurnal Pendidikan Indonesia Gemilang has been indexed and archived by Jurnal Pendidikan Indonesia Gemilang is cited by articles in Scopus database at least 88 times since published in August 2021 available onlline on <a href="https://www.scopus.com/results/results.uri?sort=cp-f&src=dm&st1=Jurnal+Pendidikan+Indonesia+Gemilang&st2=J.+Pendidik.+Indones.+Gemilang&nlo=&nlr=&nls=&sid=bb88e236469c5f4d058007e78e70f50d&sot=b&sdt=b&cluster=scoexactsrctitle%2C%22Jurnal+Pendidikan+Teknik+Elektro%22%2Cf%2C%22Mukadimah+Jurnal+Pendidikan+Sejarah+Dan+Ilmu+Ilmu+Sosial%22%2Cf%2C%22Jurnal+Pendidikan+Indonesia+Gemilang%22%2Ct%2C%22J+Pendidik+Indones+Gemilang%22%2Ct%2C%22J+Ind+Edu+Gemilang%22%2Ct&sl=82&s=%28REF%28Jurnal+Pendidikan+Indonesia+Gemilang%29+OR+REF%28J.+Pendidik.+Indones.+Gemilang%29+OR+REF%28J+Ind+Edu+Gemilang%29%29&origin=searchbasic&zone=leftSideBar&editSaveSearch=&txGid=1f3824d690a5832818351c565e4ff1e8&sessionSearchId=bb88e236469c5f4d058007e78e70f50d&limit=50" target="_blank">https://scopus.com and the citations detail available here.
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Beyond the Chalkboard: Balancing Management Practices and Teacher Fulfillment
Effective classroom management is the key to unlocking teacher job satisfaction and enhancing educational outcomes. Only few a studies highlight the vital link between classroom management and teacher job satisfaction. This research filled the gap by empirically linking specific classroom management practices to job satisfaction among English teachers, an area previously underexplored in educational studies by employing a descriptive-correlational design, surveying fifty four (54) English teachers from public and private secondary schools in Sison, Pangasinan, Philippines. There is a strong positive correlation (0.65) exists between effective classroom management and higher job satisfaction among English teachers. Management practices varied significantly with years of experience, but gender and school type had no effect. Effective management skills are crucial for improving job satisfaction and educational outcomes. It is recommended for professional development and supportive environments.
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Global Mapping of Research on Thinking Functions in Islamic Psycho-Pedagogical Problem Solving in 2022–2026 through Bibliometric Analysis and Network Visualization
This study aimed to map the global development of the study of thinking functions in problem-solving within the Islamic psycho-pedagogical approach using bibliometric analysis. Data were obtained from the Dimensions database with a publication period of 2022–2026 and analyzed using a quantitative-descriptive approach through network visualization with VOSviewer. The analysis was conducted on document units, authors, institutions, countries, and keywords, with the main techniques including co-authorship, co-occurrence, and co-citation. The results show a significant increase in the number of publications in the initial period, followed by a stabilization phase, indicating the development of the field towards early maturity. The thematic structure of the research is divided into three main clusters: the theoretical-Islamic dimension, the empirical-educational dimension, and the applicative-psychological dimension. Research trends indicate a shift from a conceptual approach to intervention and practical application. However, the scientific collaboration network remains relatively fragmented, with the dominance of certain countries and institutions. The conclusion of this study confirms that this field of study is multidisciplinary with great potential to develop into an interdisciplinary field, although it still requires strengthening global collaboration and conceptual integration.
Low Reading Interest and Literacy Access Inequality: A Structural-Psychosocial Analysis in Indonesia
The problem of low reading literacy in Indonesia has always been seen as the consequence of poor public interest in reading. The concept has become widely spread in the public discourse and mass media and even frequently used as a foundation for forming policies on how to improve literacy levels. Nevertheless, such an attitude might distort the nature of the problem and fail to see the structural and other factors that affect the process of reading. The main goal of this article is to conduct a critical analysis of whether the low literacy level in Indonesia is really associated with poor interest in reading or is affected by expensive books and poor access to books. The methodology used in this research is a literature review which is based on secondary data obtained from the reports of government agencies, national surveys, data-based media publications, and scientific literature. The results of this study show that the interest of Indonesians in reading has been growing every year in quantitative terms, as shown by the Reading Interest Index and Reading Enthusiasm Rate. Nevertheless, this growth has not been followed by access to books because of their high prices, low reading material availability rate, and unequal regional distribution. It means that literacy problems in Indonesia should be considered as economic and structural ones and not just the absence of interest in reading. Thus, sustainability of literacy policies lies in reducing the price of books and providing access to them.
Development of a Local Wisdom-Based Guided Inquiry Learning Module to Improve Elementary School Students’ Science Process Skills
Studi ini fokus pada pengembangan modul pembelajaran investigasi terbimbing yang mengintegrasikan kearifan lokal Sungai Cibanten dan menguji validitas, kepraktisan, dan efektivitasnya dalam meningkatkan keterampilan proses sains siswa sekolah dasar. Studi ini menggunakan metode Penelitian dan Pengembangan (R&D) dengan model ADDIE, yang terdiri dari tahapan Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Data dikumpulkan melalui analisis, kebutuhan kuesioner, validasi ahli, penilaian pretest-posttest, kuesioner respon siswa, observasi keterampilan proses sains, dan observasi implementasi pembelajaran. Analisis kebutuhan menunjukkan bahwa guru dan siswa membutuhkan materi pembelajaran IPAS yang sistematis, kontekstual, menarik, dan mampu memfasilitasi aktivitas ilmiah siswa. Modul yang dikembangkan membahas polusi lingkungan dengan menggunakan Sungai Cibanten sebagai konteks pembelajaran dan disusun sesuai dengan tahapan penyelidikan terbimbing. Hasil validasi ahli menunjukkan bahwa modul tersebut sesuai untuk digunakan. Pada percobaan kedua, skor rata-rata pretest meningkat dari 74,53 menjadi 92,13 pada posttest. Skor N-Gain rata-rata adalah 0,7297, dikategorikan tinggi, sedangkan persentase N-Gain adalah 72,9675%, dikategorikan cukup efektif. Observasi terhadap keterampilan proses sains siswa menunjukkan bahwa sebagian besar aspek berada dalam kategori sangat baik, khususnya menghubungkan temuan dengan kearifan lokal (98,33%), melakukan investigasi (97,50%), dan mengumpulkan data (92,50%). Berdasarkan temuan ini, modul pembelajaran inkuiri terbimbing berbasis kearifan lokal Sungai Cibanten dianggap valid, praktis, dan cukup efektif dalam meningkatkan proses keterampilan siswa sekolah dasar.
Implementation of Digital Transformation in Learning and School Governance at a Public Junior High School in Balikpapan, Indonesia
Digital transformation in schools is often inferred from device availability, leaving the mechanisms that connect technology, organizational capacity, and external support underexplained. This qualitative case study analyzes digital transformation in learning and school governance at a junior high school in Balikpapan, Indonesia through the Technology-Organization-Environment (TOE) framework and Vial's process view of digital transformation. The reported evidence comprises interviews with a principal, an Informatics teacher, and a student, triangulated with observations, school program documents, activity photographs, digital records, and evidence of application use. Thematic analysis identified five operational dimensions: digital infrastructure readiness, technology use in learning, administrative digitalization, human resource readiness, and digital work culture. The technological context was relatively strong, while support from the Education Office and private partners enabled resource mobilization. Organizational conditions determined whether these resources became routine practice: digital attendance was more standardized than technology-supported learning, and teacher competence and mentoring remained unevenly evidenced. The available data did not verify lifecycle budgeting, maintenance protocols, or formal data-privacy controls; these are therefore treated as governance gaps requiring assessment rather than as confirmed organizational failures. The study proposes a dynamic readiness-to-institutionalization model in which technological and environmental conditions enable change, organizational mechanisms translate readiness into learning and administrative use, and monitoring and reinforcement anchor digital culture. Because the interview sample covers only three roles and excludes administrative staff and non-Informatics teachers, the findings offer bounded analytical transferability rather than staff-wide saturation.
A Comparative Study of Soft Skills Among Grade X Industrial and Regular Class Students in the Automotive Fundamentals Subject Using an Authentic Assessment System at a Vocational High School in Sumedang, Indonesia
The development of soft skills has become a key requirement in 21st-century vocational education; however, the differences in soft skill attainment between the industrial track and the regular track at vocational high schools have not yet been empirically explained. The study attempts to examine the differences of soft skills among the students in the two classes in relation to authentic assessment through the 4C facets. The research used Posttest-Only Control Group design with 60 10th-grade students at a Vocational High School in Sumedang, Indonesia, using cluster probability sampling technique (industrial class n = 27; regular class n = 33). The instruments comprised of Likert scale questionnaires on soft skills, observation, and documentation of learning process. The data analysis procedures involved normality test, homogeneity test, independent t-test, and categorical analysis. There is no statistically significant difference in soft skills between industrial and regular classes (t = 1.561; p = 0.127). However, the mean of regular class is slightly higher (41.8) than that of industrial class (31.0). The categorical analysis shows that more number of students (93%) in the "Most Complete" (MC) category is found in industrial class compared to regular class (70%). These variations in competency among the classes show that soft skills are not determined by class type, but rather on the learning process, experience, and environment. The study supports the effectiveness of authentic assessment as a comprehensive evaluation tool and calls for more research using mixed methods and rubric-based performance assessment.
Using Short Instructional Videos to Improve Mastery of Basic Light Concepts Among Upper-Grade Elementary Students: A Systematic Literature Review
Science education in elementary schools plays an important role in fostering curiosity, critical thinking skills, and applied scientific knowledge among students. The abstract nature of light topics often produces difficulties in understanding and misconceptions. Short instructional videos (microlearning) are frequently proposed as a way to visualize scientific concepts and make them more concrete. This article presents a systematic literature review (2018–2025) of articles published in reputable international journals to evaluate the effect of short videos on mastery of light concepts in upper-grade elementary students. The PRISMA method was used to select relevant studies. The review’s findings indicate that use of instructional videos particularly animations and short clips consistently improves students’ conceptual understanding and science learning outcomes. Several experimental studies and meta-analyses report increases in student motivation, engagement, and cognitive achievement following the use of video media. The discussion presents Mayer’s multimedia theory, cognitive load theory, constructivist perspectives, ICAP theory, and a conceptual model describing how short videos trigger student interest, build conceptual understanding, and complement experiential learning. Critical analysis identifies the need for further research on instructional design of short videos specifically for light topics and on measuring long-term impacts.
The Effectiveness of Using Contextual-Based Interactive Teaching Aids on Students' Mathematical Problem-Solving Skills on Pythagorean Theorem Concepts
This study aimed to examine the implementation of contextual-based interactive teaching aids, examine differences in mathematical problem-solving abilities between pretest and posttest, and examine the effectiveness of the use of teaching aids on mathematical problem-solving abilities in the topic Pythagorean Theorem. Quantitative method was employed in this research with one-group pretest-posttest quasi-experimental design at an Islamic junior high school in Banten, Indonesia with 20 students. Research instruments used in this study were validated mathematical problem-solving ability test in essay form (r = 0.841; α = 0.841). Data analysis in this study were done by paired t-test after satisfying the normality test using Shapiro-Wilk. The result of the data analysis is that there is an increase in average score from 32.25 (pretest) to 38.00 (posttest) with significance value of p = 0.024 (p < 0.05). From the results obtained, it can be said that the use of contextual-based interactive teaching aids is effective in improving mathematical problem-solving skills of students in the topic Pythagorean Theorem. In this case, contextual learning will assist students to translate abstract concept to concrete forms so that students understand the concepts better and become useful in real life.
Quality Assurance of Arabic School Examination Development: A Discrepancy Evaluation in Muhammadiyah Elementary Schools
The present study intended to evaluate the development of Grade VI Arabic School Examination items in Muhammadiyah elementary schools within the Special Region of Yogyakarta using the Discrepancy Evaluation Model. The focus of this evaluation was on assessing the degree of conformance to the set of criteria of the phases in developing test items, namely, design, installation, process, and product, and the discrepancies between what is done and what is supposed to be in order to generate recommendations on how to improve the quality assurance of the system of Arabic language assessment. The methodology of the study included conducting an evaluation research based on Malcolm Provus's Discrepancy Evaluation Model (DEM). The respondents in this research were Arabic test item writers, school principals, and the Vice Chair for the Al-Islam, Muhammadiyah Ideology, and Arabic (ISMUBA) Curriculum of the Primary and Nonformal Education Council of the Muhammadiyah Regional Board of the Special Region of Yogyakarta. They were selected purposively. Data collection methods were questionnaires, interviews, and reviewing documents. The content validity of the instruments was assessed using Content Validity Ratio (CVR) with the involvement of five expert validators, and all instruments were considered appropriate for use following their revision. Instrument reliability was calculated using Cronbach's Alpha. Quantitative data were analyzed descriptively on the basis of percentage achievement scores for every indicator of the evaluation, and qualitative data were analyzed by triangulating interview data and document review in order to detect discrepancies between the real condition and the standard for every stage of the evaluation. According to the results of the evaluation, the design phase conformed to all established standards, and there were no discrepancies between the real situation and the standards. Most components of the installation phase conformed to the set standards, but discrepancies appeared in relation to the readiness of resources in terms of the time devoted to the test development (57.14%), facilities (74.29%), and test development procedures understanding. As for the process phase, it was implemented in line with the set standards due to the alignment of test items with the test blueprint (93.99%) and the Standard Operating Procedures (76.79%), although there were still some shortcomings in regard to coordination, communication, and documentation of activities. At the product stage, most quality standards were achieved, including content appropriateness (95.77%), reviewer involvement (90.52%), and the completeness of archived test items and answer keys (100.00%). Nevertheless, technical documentation still requires improvement. Overall, the discrepancy analysis indicates that the implementation of Arabic School Examination item development at Muhammadiyah elementary schools in the Special Region of Yogyakarta has met the program standards and is feasible to continue, provided that improvements are made in resource management, coordination, documentation, and test quality control to further strengthen the quality assurance of Arabic language assessment.
Differences in the Effects of Problem-Based Learning and Inquiry-Based Learning Models on Students' Mathematical Generalization Ability in Terms of Learning Motivation
The purpose of this study was to determine how students' mathematics generalization skills varied based on their motivation when using the Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) learning models. This study uses a quasi-experimental design using a pretest-posttest non-equivalent group design and a quantitative methodology. Students in the eighth grade at a junior high school in Banten, Indonesia during the 2025–2026 school year make up the population of this study. Purposive sampling was used to select two classes of eighth-grade pupils for the sample. Mathematical generalization ability tests and learning motivation questionnaires are used to collect data, which is then analyzed using two-way ANOVA and the Scheffe test at a significance level of 5%. The conclusion is that PBL and IBL students have the same capacity for mathematical generalization. However, students' capacity for mathematical generalization varies according on their degree of motivation. Students with low motivation differ significantly from those with high and moderate motivation in their capacity to generalize mathematical concepts, according to the results of the Scheffe test. Nonetheless, there is no discernible difference between pupils with high and moderate motivation in terms of their capacity for mathematical generalization. Learning models and learning motivation in relation to mathematical generalization abilities also interact. Therefore, it may be said that the degree of student motivation determines how the learning models affect their capacity for mathematical generalization. Therefore, teachers should consider the motivation of students in choosing learning models of mathematics.
Micro-Credentials for STEM Competency Recognition in Vocational Education: A Systematic Review of Recognition Architectures and Evidence Gaps
Micro-credentials are widely promoted as a mechanism for making granular competencies visible, yet it remains unclear whether the accumulated evidence actually supports competency recognition in the settings where technical skills are formed. This study is a systematic mapping review, conducted on a single database (Scopus) and reported under the PRISMA 2020 statement, that asks how the literature on micro-credentials and digital badges addresses competency recognition, and how far that literature reaches STEM domains and vocational education. Because the aim is to characterise the distribution of research rather than to pool effect sizes, the review is diagnostic rather than evaluative. Five concentric Scopus query sets were executed on 15 August 2026, yielding 221 records. After the removal of 31 duplicates and the screening of 190 records against four inclusion criteria, 138 studies published between 2014 and 2026 were retained and coded on educational sector, disciplinary domain, thematic focus, research design, and country of affiliation. The 138 studies were coded on educational sector, disciplinary domain, thematic focus, research design, and country of affiliation through a rule based lexical scheme followed by manual adjudication of vocational and borderline cases. The corpus grows sharply from 2023 onward, with 93 studies (67.4 percent) published in the final four years. STEM, engineering, and computing constitute the largest disciplinary domain with 45 studies (32.6 percent), yet only 13 studies (9.4 percent) are situated in technical and vocational education and training, and only 7 studies (5.1 percent) sit at the intersection of the two. Six thematic clusters were identified inductively and then arranged, through a best fit framework logic, onto a four layer recognition architecture that runs from competency standards through learning evidence and credential metadata to labour market value. This architecture, together with the evidence density quantified at each layer, is the principal contribution of the review. Evidence density is highly uneven across the layers, and the vocational share is thinnest precisely where credential infrastructure is discussed. Because the corpus is drawn from one database, these patterns describe the Scopus indexed literature and are read as an absence of evidence in that corpus rather than as proof that the underlying practice is absent. The review concludes that micro-credential scholarship has matured as a higher education phenomenon while leaving the vocational recognition problem largely unexamined, and it sets out a research agenda that connects credential design to national competency standards, workplace assessment, and employer trust.