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Reflective Inquiry Learning for Early Childhood Neuroplasticity: A Neuroscience Approach in the Indonesia–Papua Border
No full textInclusive education in the Indonesia–Papua New Guinea border region faces complex challenges, particularly in providing optimal learning services for Early Childhood Education (ECE). This study aims to analyze the effectiveness of the Neuroscience-Based Reflective Inquiry Learning (RIL) model in optimizing neuroplasticity among young children in border areas. Recent neuroscience studies have highlighted the profound influence of multisensory experiences, emotional engagement, and social interaction on early childhood neuroplasticity. This research employed a qualitative design using classroom action research in a border-area preschool in Papua. Collected data through observation, interviews, and documentation, and analyzed using Miles & Huberman\u27s interactive model. The findings reveal that neuroscience-based RIL significantly enhances children\u27s cognitive, emotional, and social stimulation. Quantitative outcomes indicated improvements in prosocial behavior (35%), reductions in aggressive behavior (20%), and a decrease in withdrawn behavior (15%). Moreover, the involvement of teachers and parents in reflective learning processes further reinforced the model\u27s effectiveness. The analysis also confirmed that integrating neuroscience-informed practices, such as multisensory learning and trauma-sensitive approaches, supports the adaptive development of children\u27s executive functions. This study concludes that neuroscience-based RIL is a promising pedagogical model for optimizing neuroplasticity in early childhood, particularly in border regions with limited access to quality education. The findings contribute theoretically to the field of neuroscience-informed inclusive education and practically to policy and practice recommendations for teachers and stakeholders in border communities.Inclusive education in the Indonesia–Papua New Guinea border region faces complex challenges, particularly in providing optimal learning services for Early Childhood Education (ECE). This study aims to analyze the effectiveness of the Neuroscience-Based Reflective Inquiry Learning (RIL) model in optimizing neuroplasticity among young children in border areas. Recent neuroscience studies highlight that early childhood neuroplasticity is strongly influenced by multisensory experiences, emotional engagement, and social interaction (van Praag, 2024; Walsh, 2024). This research employed a qualitative design using classroom action research in a border-area preschool in Papua. Data were collected through observation, interviews, and documentation, and analyzed using Miles & Huberman’s interactive model. The findings reveal that the implementation of neuroscience-based RIL significantly enhances children’s cognitive, emotional, and social stimulation. Quantitative outcomes indicated improvements in prosocial behavior (35%) and reductions in aggressive (20%) and withdrawn behavior (15%). Moreover, the involvement of teachers and parents in reflective learning processes further reinforced the model’s effectiveness. The analysis also confirmed that integrating neuroscience-informed practices, such as multisensory learning and trauma-sensitive approaches, supports the development of children’s executive functions in more adaptive ways (Upadhyay et al., 2024; Mualem, 2024). This study concludes that neuroscience-based RIL is a promising pedagogical model for optimizing neuroplasticity in early childhood, particularly in border regions with limited access to quality education. The findings contribute both theoretically to the field of neuroscience-informed inclusive education and practically to policy and practice recommendations for teachers and stakeholders in border communities
AKHLAK TERPUJI DAN YANG TERCELA: Telaah Singkat Ihya
Full text linkIhya \u27Ulumiddin is the masterpiece of Hujjatul Islam al-Ghazali. This book, composed of four large volumes, was mentioned as a work that elaborates the understanding of Shari\u27ah with Sufism, and always referred too in the two contexts of thought. This paper will briefly examine the thought of al-Ghazali in this book, especially in Volume III which talks about al-Muhlikat. The approach begins with a biographical review of the author of this book, the socio-religious background in which it was written and the author\u27s motivation, as well as the miracle of the heart, morally disgraceful and love of the world.Keyword: Al-Ghazali, Ihya ‘Ulumiddin, Volume III, Al-Muhlikat
Reduction of student misconceptions about elements, compounds, and mixtures through the guided inquiry learning model
Full text linkThis research aims to determine the effectiveness of the guided inquiry learning model in reducing student misconceptions about the material of elements, compounds, and mixtures. The research used a descriptive quantitative method using a pre-experimental research design and a one-group pretest-posttest design. The research sample is class VIII-D SMP Negeri 2 Saronggi, with purposive sampling as the sampling technique. The student\u27s misconception was identified using a three-tier diagnostic test. Data collection techniques using tests, questionnaires, observation, and documentation. Based on the result of the research, it can be concluded that (1) The effectiveness of the guided inquiry learning model reduces student misconceptions about the material of elements, compounds, and mixtures by testing the hypothesis obtained Asymp. Sig < 0,05 (0,00 < 0,05), (2) the guided inquiry learning model can reduce student misconception from an average of 51,92 to 18,46, (3) the implementation of learning of the guided inquiry learning model obtained a percentage of 93% with a perfect category, (4) student responses to guided inquiry learning model is very good with a percentage 80%
Optimizing Arabic Language Learning for Students with Disabilities through Artificial Intelligence in Distance Education: تحسين تعلُّم اللغة العربية للطلاب ذوي الإعاقة من خلال الذكاء الاصطناعي في التعليم عن بُعد
No full textThis study addresses the empirical gap in research on the integration of Artificial Intelligence (AI) in learning Arabic for students with disabilities within Distance Learning contexts. To bridge this literature gap, the study examines the effectiveness of AI in enhancing Arabic language comprehension. Using a qualitative approach involving observation, interviews, and assessments, it evaluates improvements in vocabulary mastery, sentence structure understanding, and learner engagement. The implementation of AI features such as text-to-speech technology, interactive chatbots, and automated feedback demonstrated significant results in vocabulary retention and learning enthusiasm. However, technical challenges were identified, including unstable internet connectivity and interface accessibility issues for students with physical disabilities. The findings confirm the strategic potential of AI as an inclusive learning tool while recommending the development of more accessible platforms. Further research is needed to refine the effectiveness and accessibility of AI tools in Distance Learning for learners with disabilities
Improving students\u27 attitudes toward science by using the discovery learning model on ecology and biodiversity topics
No full textThe purpose of this study was to analyze the increase in students\u27 Attitudes toward Science by using the Discovery Learning model on the topic of ecology and biodiversity. The method used in this research is the pre-experimental method with One Group Pretests-Posttests. The research instrument used in this study is the Arabic-Speaking Students Attitudes toward Science Survey (ASSASS) questionnaire. This research was conducted in one of the schools in Bandung City with a total of 30 research subjects in class VII, consisting of 12 boys and 18 girls. This study\u27s results indicate a significant increase in Attitude Toward Science of students with an average pretest of 53% and posttest of 70%, which is indicated by a total N-Gain score of 0.30 (sufficient). The N-Gain score on the attitude toward science and science learning indicator is 0.27 (low), the Unfavorable outlook indicator is 0.29 (low), the Control belief indicator is 0.26 (low), and the Behavioral belief indicator is 0.32 (sufficient). The Intention indicator is 0.37 (sufficient). Based on the results of this study, the implementation of the Discovery Learning model can be an alternative learning model in improving students\u27 attitudes toward Science
Interdisciplinary dynamic fluid physics learning in the river environment using the discovery learning model: student environmental literacy study
No full textThis research aims to determine environmental literacy and the influence of interdisciplinary environmental dynamic fluid physics learning using the Discovery Learning model on students\u27 environmental literacy. This research is quantitative research using a pre-experimental one-group pretest-posttest design method. The technique used in this research is the saturated sample technique, which is a data analysis technique using paired samples t-test. Learning environmentally integrated dynamic fluid physics using the Discovery Learning model can increase students\u27 environmental literacy and have a significant effect on students\u27 knowledge, attitudes and behaviour towards the river environment. Increasing students\u27 ecological literacy is influenced by the implementation of learning, which is quite good, and the students are active. Environmental integration physics learning must continue to be developed so that it becomes an example for teachers to manage classes with environmental literacy outcomes and as an activity to conserve freshwater resources so that the environment is sustainable
Understanding university students’ perceptions of the group work-based activity to enhance collaborative problem-solving skills and its impact on academic writing performance
No full textGroup work-based activity is commonly used by teachers, primarily to improve students\u27 learning achievement. Despite its strengths in enhancing students\u27 abilities during language learning, yet, limited literature explores how this activity can develop students\u27 soft skills, particularly in higher education. This study aims to explore students\u27 perceptions of group work-based activity to enhance collaborative problem-solving skills and how group work-based activity affects their academic writing performance. Thirty-two master\u27s students from one of the universities in Malang, Indonesia, who have been enrolled in the Writing for Publication course, are involved in this mixed-method study. The quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while the results from an open-ended interview were analyzed thematically. The findings indicated that students perceive group work differently. Even though some of them stated that it was less effective, most of them agreed that this activity helped them to improve their collaborative problem-solving skills, guiding them to compose a good-quality research article. Furthermore, these findings provide new insights for teachers into how group work as a learning method can be better applied in EFL classroom practices to support 21st-century learning
A decade of research on word formation in foreign language education: A scientometric mapping (2014–2024)
No full textWord formation plays a crucial role in foreign language acquisition, enabling learners to expand their vocabulary and understand the meaning of unfamiliar words. However, a comprehensive understanding of the research landscape in this domain remains elusive. This study employed a scientometric approach to analyze the research landscape on word formation in foreign language teaching, utilizing data from the Scopus database spanning 2014 – 2024. Bibliographic and keyword analysis, facilitated by VOSviewer, was conducted on 240 documents to identify publication trends, major contributors, and thematic clusters. The findings reveal an escalating field, with a 333% increase in publications over the observed period and prominent contributions from journals such as “Russian Language Studies”, “Perspektivy Nauki i Obrazovania”, and “Xlinguae”. Four distinct thematic clusters were identified: (1) Cluster A (29.1%) encompassing foundational linguistic concepts and cognitive processes; (2) Cluster B (27.9%) focusing on pedagogical practices and learning processes; (3) Cluster C (23.3%) highlighting linguistic elements and acquisition challenges; and (4) Cluster D (19.8%) addressing the application and investigation of word formation knowledge. To some extent, this study provides an overview of recent research trends and informs future research directions in this crucial area of language learning and teaching
Exploring the link between teacher-student interactions and EFL student motivation: Insights from Rwandan secondary schools
No full textMany studies have reported that strong motivation between students and their teachers leads to successful English language learning. The vital function of teacher-student interactions in improving student learning still lacks comprehensive research in multilingual countries, particularly in the Rwandan EFL context. This research investigates how teacher-student relations affect the motivational levels of EFL students from Rwandan secondary schools, and how senior English teachers and students develop intrinsic and extrinsic motivation through emotional support, individualized teaching methods, and interactive respect. The study employed a qualitative method with a case study design. Data were gathered from ten teachers and four high school students using semi-structured interviews, and then analyzed thematically. The results indicate that good teacher-student relations promote English learning by motivating students\u27 active participation and better results, which are ensured by the teacher\u27s interest and positive attitude towards students. The research affirms the need for teacher professional development programs, which have the potential to impart practical, relational teaching strategies to various students. The result of studies assists in the acquisition of multicultural language learning. Policymakers can consider these findings to develop education policies promoting student motivation and EFL success in Rwandan classrooms
Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching
No full textIn response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia