Indonesian students struggle with abstract science concepts, as reflected in their low performance in international assessments. The primary learning resource is still textbook, and their visual materials are significant in helping students understand abstract concepts, especially in chemistry. However, visuals are often underutilized in science education. To address this gap, this study analyzes visual representations in Indonesian chemistry textbooks of the 2013 Curriculum to inform future improvements aligned with Indonesia’s 2025 educational goals. Two widely used textbooks for grades X and XII were examined to explore differences across grades. Using qualitative content analysis and a modified rubric, the study reveals that symbolic visuals that have explicit surface features (such as chemical formula and equations) dominate, while macroscopic and sub-microscopic visuals are underrepresented. In relation to the text, most visuals are completely related with the content but not directly referred to in the text, which may hinder students’ understandings. Positively, most visuals are contiguous (positioned close to the related text) with the related text and categorized as either with-caption or incorporated into text. These findings highlight gaps in textbook design, such as overreliance on symbolic visuals and poor visual-text integration. To support deep learning, textbooks should include multi-level visuals, ensure direct referencing, and provide clear captions. These changes are essential for fostering deeper understanding and aligning with Indonesia’s 2025 educational goals, offering insights for improving textbook quality. Indonesian students struggle with abstract science concepts, as reflected in their low performance in international assessments. The primary learning resource is still textbook, and their visual materials are significant in helping students understand abstract concepts, especially in chemistry. However, visuals are often underutilized in science education. To address this gap, this study analyzes visual representations in Indonesian chemistry textbooks of the 2013 Curriculum to inform future improvements aligned with Indonesia’s 2025 educational goals. Two widely used textbooks for grades X and XII were examined to explore differences across grades. Using qualitative content analysis and a modified rubric, the study reveals that symbolic visuals that have explicit surface features (such as chemical formula and equations) dominate, while macroscopic and sub-microscopic visuals are underrepresented. In relation to the text, most visuals are completely related with the content but not directly referred to in the text, which may hinder students’ understandings. Positively, most visuals are contiguous (positioned close to the related text) with the related text and categorized as either with-caption or incorporated into text. These findings highlight gaps in textbook design, such as overreliance on symbolic visuals and poor visual-text integration. To support deep learning, textbooks should include multi-level visuals, ensure direct referencing, and provide clear captions. These changes are essential for fostering deeper understanding and aligning with Indonesia’s 2025 educational goals, offering insights for improving textbook quality.

In the digital learning era, integrating technology into the classroom is essential to enhance student engagement and improve learning outcomes. One widely used platform is Wordwall, which enables the creation of interactive and gamified learning activities. This study aims to examine the feasibility of a gamification-based learning design using Wordwall for teaching science topics, specifically force and motion. The research employed a descriptive quantitative method, involving 19 students from class VII B as the sample. Data were collected through observation, validity testing, and reliability testing. The validity assessment yielded a score of 67, indicating that the gamification design is feasible for classroom use. Furthermore, the reliability test showed a consistency level of 89.38 percent, demonstrating high reliability of the learning media. These findings suggest that the Wordwall-assisted gamification learning design is both valid and reliable for supporting science education on force and motion. The study contributes to the growing body of research on educational technology by providing empirical evidence of the effectiveness of gamified digital tools in enhancing learning experiences.

This bibliometric analysis aims to explore the trends and developments in the literature concerning Learning Management Systems from 2014 to 2023. The analysis focuses on understanding how Learning Management System research has evolved and identifying key themes and gaps in the existing literature. The study employs a bibliometric approach, utilizing the Dimensions database to collect relevant literature published between 2014 and 2023. Key bibliometric indicators such as the number of publications, citation analysis, and co-authorship networks were analyzed to map the research landscape of the Learning Management System. The analysis reveals a significant increase in publications related to the Learning Management System, highlighting dominant themes such as technological integration, pedagogical effectiveness, and user experience. Key authors, institutions, and countries contributing to this field were identified, showcasing a collaborative network among researchers. The findings indicate a growing interest in Learning Management System research, emphasizing the need for further exploration of pedagogical strategies and technological advancements. This study underscores the importance of addressing existing gaps in the literature to enhance educational practices and outcomes through effective Learning Management System implementation. The Bibliometric Analysis of Learning Management Systems is beneficial to stakeholders in the education and research sectors. The findings of the study can help administrators and educators improve the implementation of pedagogical systems and strategies, as well as develop effective curricula. Researchers can also leverage these results to direct future studies and collaborations, as well as focus on under-researched areas or new trends, contributing to the advancement of knowledge in these areas.

This study investigated the differences in mathematics achievement among elementary school students with intellectual disabilities (IDs) enrolled in inclusive classes and those in special schools (SLB). Mathematics achievement was assessed at the beginning and end of the academic year in two groups: students in inclusive classes (n = 44) and in special schools (n = 56). The findings revealed that students with IDs in inclusive settings demonstrated slightly greater improvement in mathematics achievement over nine months compared to their peers in special schools. More students with very low mathematics skills were concentrated in special schools and showed minimal progress, while those with some numeracy abilities were more frequently found in inclusive classes. To account for differences in age, IQ, and prior achievement, a matched sample (n = 44) was used for regression analysis, which confirmed a small positive effect of the inclusive setting on learning gains. These findings suggest that inclusive education can provide a more supportive and stimulating learning environment that promotes academic development for students with IDs. The study holds practical implications for educational policymakers by highlighting the potential of inclusive settings to enhance learning outcomes for children with disabilities, supporting the need for more inclusive practices and tailored support systems within general education classrooms.

The ability to recognize and express emotions is often a critical issue that hinders social participation and quality of life among young people with intellectual disabilities (IDs). The purpose of this study was to examine the role of expression cards in supporting emotional recognition in late adolescents, focusing on the effectiveness of the intervention and participants' perceptions of use. Design This was a single-group quasi-experimental, test-retest study to investigate the effectiveness of expression cards in improving emotion recognition in late adolescents with mild to moderate intellectual disabilities. A total of 35 participants aged 16 to 21 years old. Quantitative data were analyzed using paired sample t-tests to compare pretest and posttest scores, while ANCOVA was used to control for potential covariates such as age, gender, and baseline cognitive function. The use of expression cards significantly improved emotion recognition skills in late adolescents with mild to moderate intellectual disabilities. From an emotional developmental perspective, the use of expression cards supports the stages of affective development by providing a visual aid that helps individuals recognize and express emotions more effectively

This research aims to analyze the relationship between learning styles and students' interest in learning in class IV social studies. The method used in this research is a descriptive qualitative method with a case study approach. The results of this research are: The research participants consisted of 29 students and 1 class IV teacher at SDN Sukaraja I Sumedang. The research instruments used were observation, interviews and documentation studies. The results and discussion obtained show that learning style is very influential on students' interest in learning in that the percentage of students who have a visual learning style is 14%, while auditory is 52% and kinesthetic is 34%. Thus, the results of the study explain that class IV students at SDN Sukaraja I Sumedang tend to have auditory and kinesthetic learning styles. This can be seen from the enthusiasm of the students in paying attention to the teacher when carrying out differentiated learning activities, especially in social studies learning.

This article explores the dynamics of the zoning system in new student admissions (PPDB), analyzing the challenges faced and its impacts on educational opportunities for students in various regions. The PPDB zoning system aims to ensure a more equitable distribution of students based on their geographical location, as well as to reduce disparities in access to education. This study examines the challenges in implementing the zoning system, including public resistance, disparities in school quality, and logistical issues. Findings indicate that although the zoning system has the potential to improve educational accessibility, its implementation often encounters obstacles that may hinder its objectives. Additionally, this article evaluates the impact of the zoning system on students' educational opportunities. The analysis shows that the zoning system can enhance educational access for students from diverse socio-economic backgrounds. However, disparities in educational quality across regions remain a significant issue, affecting the effectiveness of the system in creating equal educational opportunities. In conclusion, this article suggests the need for policy adjustments and implementation strategies to address existing challenges and maximize the positive impacts of the PPDB zoning system. This is expected to create more equitable and high-quality educational access across all regions. This study provides valuable insights for policymakers and education practitioners in developing a more effective and fair zoning system, contributing to the improvement of educational quality in Indonesia.

PT PLN (Persero) as a State-Owned Enterprise (BUMN) has the responsibility to provide electricity to the people of Indonesia, including households, government agencies, and the industrial sector. To support employees’ competence and quality, PLN has an Education and Training Center (Pusdiklat PLN) which functions as a center for employees’ skill and career development. However, since the COVID-19 pandemic, Pusdiklat PLN has faced challenges in conducting face-to-face training and then switched to digital learning methods to ensure that training activities ran well. This study aims to analyze the effect of learning content, classroom interaction, and game-based learning platforms on the satisfaction of participants who take part in the digital learning program. This study uses a quantitative approach with PLN employees who took part in digital learning training in April 2024 as subjects. A total of 100 participants were selected using a purposive sampling technique. Data analysis was carried out using multiple linear regression with the assistance of SPSS 25 software. The results of the study showed that learning content, classroom interaction, and game-based learning platforms has a significant positive effect on participant satisfaction, both partially and simultaneously.

This study explores how teachers perceive the abolition of the national exam and how the reform impacts their classroom practices in accordance with Michael Fullan's work on educational change and reform. This qualitative case study reports on data gathered via a semi-structured interview with Indonesian biology teachers, who have experience of the national exam. The findings show that teachers have complex and nuanced opinions about the abolition of the national exam. The results reveal that teachers hold nuanced perspectives on the abolition of the national exam, shaped by negative views of the exam, prior policy changes, and concerns about teaching practices. The results also highlight: (1) Teachers have embraced updated curriculum practices, broadening the scope of content, ensuring equal attention to all subjects, and moving away from intense exam-focused preparation; (2) They have adopted more flexible and diverse teaching strategies, allowing for greater use of experimental activities and fostering collaborative learning with students; and (3) The shift has encouraged teachers to reflect on and reconsider their pedagogical beliefs, prompting a deeper examination of the assumptions and frameworks that guide their teaching practices. These findings suggest that abolishing the national exam has not immediately led to radical changes but has had positive implications for classroom instruction.

As transmitters of competencies, instructional materials or teaching and learning materials (TLM) ensure that quality education transpires among learners. As education and learners evolve, the use of diversified, interactive, flexible, inclusive, and learner-centered instructional materials is becoming more and more relevant. With that in mind, the present study determines the perceptions of educators in various academic institutions on the needed 21st-century skills in developing instructional materials for learners to sustain high-quality instructional practice. It uses the descriptive survey design of quantitative research to survey key information about 39 purposively selected educators in various provinces in the Philippines who responded to a structured questionnaire, wherein the results are treated using descriptive statistics. The findings underscore the need to integrate a broad range of 21st-century skills into instructional materials to prepare learners for modern complexities. Based on expert educators' insights, this study offers a comprehensive list of instructional materials for such integration and highlights the importance of educators' proficiency in selecting and utilizing these materials. Future research can explore the effectiveness of innovative instructional materials in cultivating these skills.