The ability of adaptive reasoning is greatly needed to develop cognitive skills in students through mathematical observations of an object and problems caused by the aspect of creativity often being neglected because of the focus on mastery of the material, with students' answers being brief without elaboration and explanation. This research background study aims to develop STEM-based Augmented Reality (AR) learning media to assess the adaptive reasoning and creativity skills of fifth-grade students in IPAS (Science and Social Studies Integration) subjects. The research subjects included validators, teachers, and students to evaluate the media's validity, practicality, effectiveness, and user response. Validation results indicated that the media was highly feasible, with scores from content validators at 96%, media experts at 91%, and language experts at 94%. Practicality was rated at 97% by teachers and 82% by students. Effectiveness was measured using validated pretest and posttest instruments, yielding Aiken’s V scores ranging from 0.91667 to 1.00, indicating a “very high” category. Student responses showed score improvements, particularly in adaptive reasoning indicators such as “evaluating the correctness of answers” and “drawing conclusions,” which increased from mean scores of 6.33 and 6.27 to 6.88 and 8.3, respectively. Creativity indicators remained relatively stable between pretest and posttest, with mean scores consistently above 11 across all components. Overall, the AR-based media is considered feasible and effective for implementation in learning, although the interpretation of results should be approached with caution.

This study aims to develop an E-Book based on the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) to improve the communication skills of elementary teacher education (PGSD) students. The research adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). At the analysis stage, students’ needs and profiles were identified. The design stage focused on structuring the E-Book integrated with the REACT syntax. The development stage produced a prototype validated by experts. Implementation was carried out through limited and field trials using a One Group Pretest–Posttest design. The limited trial involved 15 PGSD students, while the field (wider) trial was conducted with 40 students. Evaluation was conducted both formatively and summatively. Validation results showed an average score of 88.25% (valid category). The paired sample t-test indicated sign. (2-tailed) = 0.000 < 0.05, proving a significant difference in communication skills before and after using the E-Book. Moreover, the comparison test yielded to count = 11.915 > ttable = 1.684, confirming a meaningful improvement. In conclusion, the REACT-based E-Book developed through the ADDIE model is valid, practical, and effective in enhancing the communication skills of PGSD students and is recommended for wider application in higher education.

This study aligns with Sustainable Development Goal 4 and the United Nations Convention on the Rights of Persons with Disabilities, both of which advocate for inclusive and equitable quality education. It investigates teaching strategies that support inclusive literacy for students with dyslexia in primary school settings. Using a quantitative descriptive and correlational design, the research was conducted in five mainstream primary schools under Botswana's Ministry of Education and Skills Development. The sample comprised 143 teachers and school administrators involved in special education, selected through the Cochran formula. Data were collected via a standardized, self-administered questionnaire and analysed using SPSS. Findings revealed a strong positive correlation (R = 0.864) between inclusive literacy outcomes and factors such as teaching strategies, teacher preparation, inclusive practices, and resource availability. The regression analysis (F = 34.251) confirmed that these variables significantly predict literacy success for students with dyslexia. The study concludes that empowering teachers through systemic professional development is essential for fostering effective, inclusive education. It highlights the critical role of teacher preparedness in implementing inclusive literacy strategies and calls for targeted training programs to address the needs of students with dyslexia.

The rapid development of the times, including in the world of education, requires innovation in learning. One of the innovations that can be made is related to teaching materials and collaborating with ethnoscience. Ethnoscience is a learning that integrates culture into it as part of the learning process. The writing of this article aims to find out the research trends of ethnoscience-laden teaching materials in IPAS subjects in elementary schools. The research method used is a systematic literature review (SLR). The analysis was conducted on 15 articles indexed by Google Scholar from 2020 to 2025. The results showed that (1) The trend of research on ethnoscience-based teaching materials continues to increase every year, (2) The university that conducts the most research on ethnoscience-based teaching materials is Mataram University, (3) The learning model applied in the research is problem-based learning (PBL) and project-based learning (PjBL), (4) There are various cognitive abilities of students that can be developed with ethnoscience-loaded teaching materials, (4) IPAS material that dominates in research is human digestion material, heat transfer, and motion and force, (5) Making ethnoscience-loaded teaching materials is developed through various applications or software.

This study examines trends, contributions, and research directions related to ethnoscience-based Problem-Based Learning (PBL) models at the elementary school level during the 2019-2025. This study used a systematic literature review method with the PRISMA approach to select and analyze relevant scientific articles. Articles that met the inclusion criteria were analyzed using VOSviewer to map bibliometric visualizations, including keyword networks, authors, and research topic trends. The results showed that integrating ethnoscience in the PBL model consistently improved elementary school students' critical thinking skills, understanding of science concepts, and respect for local culture. In addition, this approach is also considered effective in increasing students' active involvement in the contextualized problem-based learning process. Research trends show a significant increase in ethnoscience approaches since 2019, especially in IPAS and science learning. VOSviewer analysis showed dominant keywords such as “ethnoscience,” “critical thinking,” and “basic education” interconnected in authorship and topic networks. This research confirms the importance of learning approaches that combine local wisdom with innovative methods such as PBL. This article recommends the need for further research that develops local culture-based learning models collaboratively between educators, communities, and education stakeholders.

Peneltiian ini berfokus pada transformasi kelompok bermain menuju Pendidikan Anak Usia Dini Holistik Integratif (PAUD HI) di Indonesia, yang merupakan pendekatan komprehensif dalam mendukung perkembangan anak dengan mengintegrasikan aspek pendidikan, kesehatan, gizi, pengasuhan, dan perlindungan. Fenomena ini mencermintakn pergeseran paradigma dalam pengelolaan dan penyelenggaraan layanan PAUD di Indonesia, yang bertujuan untuk memastikan terpenuhinya hak-hak dasar anak. Melalui analisis bibliometrik, penelitian ini mengidentifikasi tren penelitian, kontribusi teoretis, faktor-fakotr yang mempengaruhi transformasi, serta gap yang ada dalam literatur terkait. Hasil dari analisis menunjukkan adanya pengaruh signifikan dalam jumlah penelitian terkait PAUD HI, dengan penekanan pada pentingnya kebijakan yang mendukung, kesadaran pemangku kepentingan, dan ketersediaan sumber daya. Meskipun demikian, terapat kekosongan penelitian dalam evaluasi jangka panjang dan pedoman praktis untuk implementasi PAUD HI. Penelitian ini diharapkan dapat memberikan wawasan lebih mendalam dan rekomendasi kebijakan untuk mendukung pengambangan PAUD yang lebih holistik dan integratif di Indonesia.

This research aims to see the effect of the project-based learning model assisted by STEM teaching materials on students' critical thinking skills. The type of research used is experimental research with pretest and posttest group design. The population and subjects in this research were 4th grade students at MI Ma'arif NU Tamansari, totaling 42 students, with details of 21 students as the experimental class and 21 students as the control class. The data collection technique was carried out by conducting a critical thinking skills test. The activity began with a pretest in both the experimental and control classes, then continued by giving treatment to the experimental class with a project-based learning model assisted by STEM teaching materials and the control class with a discovery learning model assisted by conventional teaching materials. The activity ended by conducting a posttest in both the experimental class and the control class. The results of the pretest and posttest data are then processed by carrying out normality tests and homogeneity tests as prerequisite tests. The results of the normality and homogeneity tests show that the data is normally and homogeneously distributed. Next, data analysis was carried out by making decisions using the paired sample t test and the independent t test. The results of the paired sample t test and the independent sample t test show a significance value of 0.000 < 0.05 so it can be interpreted that the use of the project-based learning model assisted by STEM teaching materials and the discovery learning model assisted by conventional teaching materials has an influence and difference in the average skill results. students' critical thinking. The posttest results in the experimental class averaged 86.95 > 65.71 compared to the average posttest results in the control class so it can be concluded that the use of the project-based learning model assisted by STEM teaching materials has a more significant effect on students' critical thinking skills.

Motivation has a strategic role in one's learning activities; besides, parents' socio-economic conditions also affect the educational process. This study aimed to find out the relationship between learning motivation and socio-economic status of parents with science learning achievement. This research used post facto method with a quantitative research design. The research data from 85 students was taken using questionnaires and tests. Testing the instrument was done by testing the validity and reliability testing. The data analysis technique used descriptive analysis, analysis prerequisite test, hypothesis testing. The results showed a relationship between learning motivation and parents’ socio-economic status that affected science learning achievement. The results of the linearity test showed that the learning motivation Fcount was 0.664 > 0.05, the economic status of the parents was 0.977 > 0.05, so the learning motivation and economic status of the parents towards learning achievement were linear. The results of hypothesis testing using the t test obtained t count of 4,875 and t table of 1,988, then t count > t table. It can be concluded that partially the motivation to learn and parents' socio-economic status has a strong relationship with science learning achievement.