UNY Journal (Universitas Negeri Yogyakarta)
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Digital comics in primary education: A literature review on reading literacy and local wisdom integration (2020–2025)
No full textReading literacy skills are a fundamental competency for elementary school students. However, various surveys indicate that the level of reading literacy in Indonesia remains low. This situation underscores the need for innovative learning media that are engaging, contextual, and aligned with the characteristics of the digital generation. This study aims to investigate trends in the use of digital comics in primary education—particularly for improving reading literacy and integrating local wisdom—during the 2020–2025 period. The study employs a Systematic Literature Review (SLR) guided by PRISMA methodology, encompassing the stages of identification, screening, eligibility, and inclusion. Data were gathered from Google Scholar, Semantic Scholar, and Crossref. From an initial 3,358 articles, a final selection of 27 relevant articles was obtained. Analysis was conducted via content analysis and bibliometric techniques using VOSviewer 1.6.19. The results show a significant increase in publications on e-comics from 2020 to 2023. Digital comics were found to be effective in enhancing students’ reading comprehension, motivation, and character development through the integration of local cultural values. They also have the potential to serve as an innovative and contextually relevant, culture-based multimodal learning medium
Gamification approaches to enhance critical thinking skills in elementary education: A literature review (2020-2025)
No full textIn the transformation, entering the era of society 5.0, learners are required to proficient the 6C skills, where critical thinking ability becomes one of the essential competencies that need to be developed from elementary school levels. However, research on the integration of gamification approaches to enhance critical thinking at the elementary level remains limited, so a literature review is necessary to identify trends, challenges, and future development opportunities. The purpose of this research is to explore how using gamification can enhance critical thinking abilities in elementary schools between 2020 and 2025 using the Systematic Literature Review (SLR) method. It was established through an analysis of 22 research papers that the gamification strategy significantly enhances the critical thinking abilities of primary school pupils. Additionally, gamification helps to enhance critical thinking abilities in addition to strengthens students' cognitive, affective, and social aspects by increasing motivation, creativity, and more meaningful engagement in learning
Scientific English in nursing sciences and health techniques: Attitudes and language needs of teachers in Morocco
No full textEnglish is still the most dominant foreign language in non-English-speaking countries. Consequently, mastering it at a decent level is a key tool for communication and an invaluable qualification for university teaching. In the Moroccan university educational system, very few academic studies have been conducted on this topic. The present study was designed both to take an overview of the current situation and to assess the real and operational needs in terms of professional use for this language in teaching. A cross-sectional study was implemented among a random sample of 200 teachers practicing at the Higher Institutes of Nursing and Technical Health Professions in Morocco. The survey recorded a high response rate (92%), reflecting the importance of this topic amongst the study population. The participants prioritized the language skills of reading and writing over listening and speaking. Teachers' attitudes and needs towards English differ greatly according to their socio-demographic and academic backgrounds. PhD candidates, for reasons related to their scientific research, are the most likely to be interested in improving their English skills. The teaching staff in Nursing Sciences, Health Techniques are aware of the value that scientific English can contribute. However, their overall level of English tends to be low. To make up for language deficiencies, all teachers, especially those involved in academic research, are advised to enroll in English courses adapted to their level
Integrating justice-based tax education in Pancasila education: Strategies, challenges, and future directions towards fiscal independence in Indonesia
No full textThe present study aims to investigate the integration of justice-based tax education within the Pancasila Education curriculum, with particular attention to strategies, challenges, and future directions for achieving fiscal independence in Indonesia. Adopting a mixed-methods survey design, the research combined quantitative and qualitative techniques to obtain an in-depth understanding of the phenomenon. Specifically, data were collected from students enrolled in Pancasila Education courses at Universitas Negeri Yogyakarta during the even semester of 2023. The sample was selected using a proportionate stratified random sampling technique, which stratified the Faculty of Engineering, Faculty of Mathematics and Natural Sciences, and Faculty of Vocational Studies, to ensure adequate representation across academic disciplines. The results indicate that implementing justice-based tax education constitutes a critical component of Pancasila Education. Triangulation of data from various approaches reinforced the findings that the main challenges included low awareness of the importance of taxes among students and the general public, as well as difficulties in implementing a curriculum relevant to justice values in tax education. The study recommended several strategic measures, including the development of an inclusive tax education infrastructure, comprehensive training for Pancasila education teachers, refinement of the Pancasila education curriculum to better integrate tax justice aspects, and cross-sector collaboration to ensure the success of such integration. Continuous evaluation of justice-based tax education within Pancasila Education is also emphasised as essential to ensuring the sustainability and effectiveness of this program in increasing public understanding and participation in a fair and sustainable tax system
A study of teaching experience and teacher-parent collaboration in managing students' disruptive behaviours
No full textManaging students' disruptive behaviours remains a critical challenge in secondary education, requiring effective strategies that leverage teachers' experience and collaborative efforts with parents. This study explores the influence of teaching experience and teacher-parent collaboration on managing disruptive behaviours among secondary school students in Nigeria. 367 teachers participated in the study, with data collected through a structured questionnaire. Statistical analyses, including one-way Analysis of Variance (ANOVA) and Pearson's Product-Moment Correlation, were employed to examine the relationships among the variables. The findings reveal that teachers' years of experience significantly impact their ability to manage students' disruptive behaviours, suggesting that seasoned teachers employ more effective behavioural management strategies. Conversely, a weak positive but non-significant correlation (r = 0.95, p = .068) was found between teacher-parent collaboration and disruptive behaviour management, indicating that while parental involvement may play a role, it does not strongly influence classroom management outcomes. These results highlight the necessity of structured professional development initiatives tailored to classroom behaviour management. Based on the findings, the study recommends implementing a teacher mentoring programme where experienced educators mentor their less experienced counterparts to enhance classroom management skills. This approach can foster a more structured, experience-driven response to disruptive behaviours, creating a more conducive learning environment. Future research should explore additional contextual factors, such as school policies and socio-economic influences, to provide a more comprehensive understanding of effective behaviour management strategies
Waste management literacy in Indonesian secondary schools: Assessing knowledge, attitudes, and behavior
No full textThis study explores waste management literacy among secondary school communities in Tangerang City, Indonesia, using the Knowledge, Attitude, Behavior (KAB) model within the 3R (Reduce, Reuse, Recycle) framework. Employing a mixed-methods sequential explanatory design, the research integrates quantitative data from 357 participants including principals, teachers, staff, and students from seven schools near the Rawa Kucing Landfill, with qualitative insights from follow up interviews. This study was applied to multiple regression and correlation analyses to evaluate relationships between knowledge, attitude, and behavior. Results show that while knowledge positively influences behavior, attitude unexpectedly correlates negatively, revealing an attitude-behavior gap. Although respondents generally hold positive attitudes toward waste management, these attitudes do not consistently translate into active engagement. The study’s qualitative phase uses interviews to identify barriers contributing to this gap, uncovering individual, social, and structural obstacles such as inadequate facilities and established waste practices that hinder effective waste management. Advocating for a comprehensive approach, the study recommends providing schools with 3R bins and training, sustainable behavior modeling by teachers, alignment of municipal waste collection with school efforts, family reinforcement of waste practices, and curricular integration of waste management. This coordinated approach seeks to bridge the attitude-behavior gap and promote sustainable waste practices across school communities in Tangerang City
Sociocognitive rhythmic physical activity to improve basic movement skills in primary learners
No full textRhythmic physical activity has the potential to enhance fundamental movement skills in children aged 8–9 years; however, research on this topic remains limited. The objective of this study was to examine the effectiveness of socio-cognitive-based rhythmic physical activity in improving the fundamental movement skills of elementary school students aged 8–9 years. A total of 40 students (20 boys and 20 girls) were randomly assigned to either an experimental group or a control group. Both groups participated in a four-week intervention program conducted three times per week. Fundamental movement skills were assessed using the Test of Gross Motor Development-3 Short Form (TGMD-3 Short Form) one day before and after the intervention. After the four-week intervention, the experimental group demonstrated a significant improvement in fundamental movement skills. All seven items of the TGMD-3 Short Form showed statistically significant enhancements: hop with one leg (p < 0.05), Gallop (p < 0.05), long jump from place (p < 0.05), overhand throw (p < 0.05), two-handed catch (p < 0.05), stationary dribble (p < 0.05), and two-handed strike (p < 0.05). This study provides empirical evidence that an eight-week socio-cognitive-based rhythmic physical activity program significantly improves the fundamental movement skills of children aged 8–9 years. The improvement in movement skills was greater in children who participated in the socio-cognitive rhythmic physical activity program compared to those who engaged in general physical activities. This rhythmic activity model can serve as an effective alternative learning material for rhythmic activity instruction in elementary schools
Usability assessment of a HOTS evaluation tool in Pancasila-based Citizenship Education
Get PDFThe goal of this study is to use the System Usability Scale (SUS) method to see how useful a Higher Order Thinking Skills (HOTS) assessment tool would be in Pancasila Education. Thirty fifth-grade Pancasila Education teachers from primary schools took part in a quantitative descriptive method. We used SUS scores to determine how useful the developed tool was, using established usability standards to do so. The results show that the instrument got an average SUS score of 76.5, which puts it in the "practical" and "good" categories. More research shows that teachers thought the tool was easy to use, understood its instructions, and felt sure they could use it in the classroom. These results show how important it is to test the usability of educational tools, especially those that are meant to help people learn 21st-century skills. The study suggests that practicality testing should be a key part of validating educational tools and that more research should be done on how usable they are in digital and long-term learning settings
Development of problem-based learning materials on biodiversity using local potential of mangrove forests to enhance critical thinking skills of phase e students
Get PDFStudents' critical thinking skills in Indonesia remained a concern, as evidenced by suboptimal learning outcomes and low problem-solving abilities. This study aimed to (1) develop the feasibility of learning materials, (2) assess their practicality, and (3) determine their effectiveness in enhancing students' critical thinking skills. This development research produced educational tools, including teaching modules (lesson plans) and student worksheets (LKPD). The study used the 4D technique and took place at SMA Negeri 4 Tarakan with 36 students participating. The results indicated that the learning materials received excellent ratings in content feasibility (81.4%), presentation feasibility (86.5%), language and readability feasibility (89.2%), and graphic feasibility (92.5%). All aspects, including material, language, graphics, and functionality, were classified as highly practical. In the control class, students’ critical thinking skills were classified as moderate (50%), good (11%), very good (13%), and very poor (25%), indicating a concentration within the medium to low range. Meanwhile, the critical thinking skills of the treatment group were categorised as moderate (33%), good (25%), and very good (42%), demonstrating that the developed learning materials were effective in facilitating the Problem-Based Learning (PBL) method to enhance the critical thinking skills of Phase E students at SMAN 4 Taraka