Biology teachers' professional transformation through research-based teaching material development: Building understanding, self-confidence, and teaching motivation.

This study aims to analyze the feasibility of anecdotal text material in Indonesian language textbooks for grade 10. The focus of the study is directed at the suitability of the content to the curriculum, language suitability, presentation techniques, and graphic aspects. The analysis was conducted by utilizing findings from various previous studies that highlight the quality of local wisdom-based teaching materials, the development of narrative modules, the use of digital media such as Powtoon, the use of image media, and syntactic evaluation in the Independent Curriculum. The results of the study indicate that the anecdotal text material in grade 10 textbooks generally meets the feasibility standards, both in terms of content and communicative language. However, limitations are still found in the variety of presentations, consistency of structure, and the use of supporting media relevant to the learning context. This study emphasizes the importance of developing teaching materials that are more contextual, innovative, and appropriate to the characteristics of students so that Indonesian language learning can take place more effectively. Thus, this study provides recommendations for teachers and textbook compilers to continuously update anecdotal text material according to curriculum demands and student needs.

Toward an AI-integrated nursing curriculum: A Kano model analysis of generative AI competency needs.

Poetry learning plays an important role in developing creative skills, critical thinking abilities, and instilling cultural values and character. However, observations at MTsN 1 Blitar show that students still have difficulty writing poetry. On the other hand, learning is not yet supported by the use of teaching materials that can stimulate students to create. Therefore, this research and development aims to (1) develop teaching materials for writing poetry with the theme of local wisdom in Blitar for eighth-grade junior high school/MTs students, (2) describe the feasibility test of the teaching materials, and (3) describe the effectiveness test of the developed teaching materials. This research and development was conducted by adapting the ADDIE development model, which consists of four stages, namely analysis, design, development, and implementation. Meanwhile, data analysis was conducted qualitatively and quantitatively. Based on the validation results, the feasibility of the teaching materials reached 94%, which means that they are very feasible, while the student response was 93%, which means that they were well received. Meanwhile, the average N-Gain score was 0.80, which means that there was a high increase in learning outcomes after using these teaching materials, and the N-Gain percentage reached 80.38%, which means that the teaching materials are categorized as effective in achieving learning objectives. Thus, it can be said that these teaching materials are very feasible to implement and effective to use in teaching poetry writing in fifth grade.

This study aims to determine the planning and implementation of Artificial Intelligence (AI)-based human resource management at SMK Wahid Hasyim Glagah Lamongan. This research uses a qualitative approach with a descriptive research type. Data were collected through interviews, observations, and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion. The results of the study indicate that the use of digital technology and Artificial Intelligence has begun to be implemented in managing human resources within the school environment. In the planning stage, AI technology is utilized by teachers to assist in preparing learning tools such as teaching materials, searching for learning references, and creating evaluation instruments. In addition, digital systems also support school administrative management, including student data processing and cloud-based document storage. In the implementation stage, the use of AI can be seen through various digital applications that support both learning and administrative activities. Teachers use AI technology to develop teaching materials and design more innovative learning strategies, while administrative staff utilize digital systems to manage school administrative data more systematically and efficiently. Therefore, the use of Artificial Intelligence in human resource management at SMK Wahid Hasyim Glagah Lamongan can improve the effectiveness, efficiency, and productivity of teachers and educational staff, while also supporting the improvement of learning quality in the era of the Industrial Revolution 5.0

The process of preparing teaching materials used in a training is recommended based on needs and can at least represent the needs that will prepare students to enter the industrial world. The research method used is a descriptive qualitative method. The research subjects were the manager and trainers at the training institution. The focus of the research is on the analysis of teaching materials used in training institutions. The purpose of preparing this article is to provide input to training institutions for the preparation and development of teaching materials. The results of the research indicate that the feasibility of the content has not yet been fully maximised in determining the material, so some material has not been conveyed. Graphic feasibility is deficient in the design of teaching materials, making them less attractive and reducing trainees' reading interest. The presentation still has deficiencies, including the lack of a table of contents, which will make it difficult to find the material needed. Language feasibility, the aspect of language use, the language used in these teaching materials is still inappropriate. In this case, the language is difficult to understand, and only a brief explanation of the tools' understanding and use is provided.

Grounded in experiential learning, the Technological Pedagogical Content Knowledge framework and social cognitive theory, the present study examines the effects of an intervention programme based on digital material design on the self-efficacy of pre-service science teachers in developing digital teaching materials in the context of teacher education in Türkiye. A one-group pretest–posttest experimental design was employed, involving 31 pre-service science teachers who were participating in a 16-week intervention. Data were collected using the Self-Efficacy Scale of Teachers’ Digital Teaching Material Development before and after the intervention, and the collected data were analysed through descriptive and inferential statistical methods. The findings revealed a statistically significant increase in the pre-service science teachers’ overall and general self-efficacy related to digital material development, with the most notable gains observed in the “development” dimension. In contrast, no significant changes were found in the “design” and “negative view” dimensions, indicating that the intervention had differentiated effects across self-efficacy dimensions. These results suggest that while interventions based on digital material design can effectively enhance pre-service teachers’ confidence in improving and using digital materials, additional or more targeted instructional support may be necessary to strengthen design-related competencies and attitudinal change. The study contributes to the limited empirical literature on digital teaching self-efficacy by providing a structured, semester-long intervention model; however, its generalisability is constrained by the single-group design, small sample size and country-specific context. Future research employing comparative designs and larger samples is recommended to further examine the mechanisms through which interventions based on digital material design influence distinct dimensions of digital teaching self-efficacy in diverse educational settings.

The integration of Artificial Intelligence (AI) in education is increasingly urgent in the era of digital transformation, yet AI literacy levels among Indonesian educators remain insufficiently mapped. This study aims to analyse AI literacy levels among primary and secondary school teachers in the context of digital teaching material development in Yogyakarta. Using a descriptive-qualitative design with an observational approach, the study involved 161 educators across educational levels observed during four AI, AR, and VR workshop sessions in Yogyakarta. Data were collected through structured observation and field notes, and analysed using reflexive thematic analysis. Results revealed significant differences in generative AI exposure: all teachers with less than five years of teaching experience (49 teachers, 100%) had been exposed to generative AI, while 72.32% of senior teachers (81 out of 112) had comparable exposure. Thematic analysis identified three main themes: (1) varying patterns of AI exposure and technology readiness, (2) barriers to AI adoption encompassing infrastructure, mindset, and competency factors, and (3) preferences for practice-based training. These findings are interpreted through the Technology Acceptance Model (TAM) and Diffusion of Innovation frameworks, contributing to theoretical understanding of intergenerational gaps in educational technology adoption in Indonesia.

Quality education is a crucial foundation for national development. In the context of learning and development, the creation of innovative teaching materials plays a central role in enhancing students’ understanding and learning experiences, especially at the primary education level. Primary education requires competent teachers who are able to create engaging and effective learning experiences for students. To achieve this, mastery of technology in developing teaching materials becomes essential. This community engagement program, titled “Assistance for Creating Innovative Teaching Materials with Canva for PGSD Students,” aims to provide training and guidance for students in the Primary School Teacher Education Program (PGSD) in utilizing Canva, a widely used graphic design platform. The outcomes of this program include improving students’ skills in developing engaging, relevant, and interactive teaching materials, as well as preparing them as future teachers who are ready to face educational challenges. Furthermore, this program contributes to improving the quality of primary education by providing high-quality learning materials and creating a more enjoyable learning experience, while also responding to current demands by leveraging educational technology for more effective learning.

The article examines the problem of integrating an upbringing component into the subject content of informatics lessons, a topic relevant to modern education, in accordance with the requirements of the Federal State Educational Standard for Basic General Education. Using the theme "Measuring information" as an example, it presents a methodology for developing teaching materials that simultaneously develop students' subject knowledge and a value-based attitude toward Russia's cultural and historical heritage. The main result of this work is a system of didactic cards with tasks on calculating the information volume of text, graphic, and audio information, containing historical, cultural, and regional context. Methodological recommendations have been developed for each card, including a definition of the subject and educational didactic tasks, a historical commentary for the teacher, questions for discussing the educational content, problem-solving tasks, and creative projects aimed at developing students' civic stance. These materials can be useful in the work of informatics teachers in general education schools, as well as in organizing extracurricular activities and as part of supplementary education.

Intolerance and radicalism remain serious challenges to diversity in Indonesia, where schools which should serve as pillars of democracy have not yet been fully able to counter these challenges. Although religious moderation has been introduced as a solution, research specifically analysing formal policies as a foundation for integration within Islamic education remains very limited. The aim of this study is to analyse government policies regarding the strengthening of religious moderation through a qualitative approach, utilising a documentary study of Presidential Regulation No. 58 of 2023 and the National Medium-Term Development Plan (RPJPN) 2025–2045. The findings indicate that the strengthening of religious moderation within educational institutions can be implemented through four models: understanding, prevention, eradication, and development. Practical strategies include training for Islamic Education teachers, the development of teaching materials, interfaith activities, and academic publications. This study makes a theoretical contribution by clarifying the position of religious moderation within the national education system, as well as a practical contribution in the form of a structured approach for policymakers in Islamic educational institutions to foster an inclusive national character.

This research aims to develop interdisciplinary Islamic Religious Education (PAI) teaching materials tailored to the needs of students at public universities (PTU). The interdisciplinary approach is used in response to the dichotomy between religious studies and general studies that is still prevalent in the higher education system. By integrating Islamic values into various disciplines such as science, technology, economics, and social studies, PAI teaching materials can provide students with a more contextual and applicable understanding. The research method used is Research and Development (R&D) with qualitative and quantitative approaches, involving needs analysis, teaching materials design, expert validation, and limited student trials. The results indicate that interdisciplinary PAI teaching materials can increase student engagement, strengthen the relevance of PAI in the context of modern science, and shape critical and adaptive religious character. These findings suggest that integrating Islamic values into PAI teaching materials can be an effective strategy in building higher education that is not only intellectually superior, but also morally and personally developed. This study recommends that public universities adopt a broader interdisciplinary approach in developing Islamic Religious Education (PAI) curricula to comprehensively address the challenges of Society 5.0.

This article investigates the measures put in place by the Kenya Institute of Curriculum Development (KICD) to support the development of teaching and learning materials in indigenous languages, with specific reference to Kikamba. Anchored in Munene Mwaniki’s Language Management Approach (LMA) (2004), the study investigates policy-driven institutional measures and processes established to support mother tongue instructions. Drawing on qualitative data from interviews with KICD officials and primary school head teachers, and questionnaires administered to lower primary teachers, the study identifies a variety of deliberate efforts, including orthography development, development of curriculum designs, teacher training and workshops, digitisation of teaching resources and educational media programming. The findings revealed that, while KICD shows a clear devotion to indigenous language material development, challenges persist in accessibility, stakeholder participation, monitoring, evaluation and the scale of implementation. This article calls for improved coordinated and inclusive language management strategies to strengthen multilingual education policy and practice in Kenya Keywords: Kikamba, Kenya Institute of Curriculum Development (KICD), Language Management Approach, indigenous languages, instructional materials, multilingual education.

In the context of digital education, the sluggish update and poor adaptability of English as a Foreign Language (EFL) teaching materials have become prominent problems, which have become key factors impeding the improvement of foreign language teaching quality. Artificial intelligence, relying on technologies such as natural language processing and learning analytics, can intelligently reconstruct traditional teaching materials and optimize and upgrade their content and form simultaneously. Based on teaching practice, this paper analyzes the existing problems in EFL teaching material development, elaborates on the technical support and application paths of AI tools, quantitatively analyzes the application effects with authoritative pilot data, and constructs a human-machine collaborative application system. The findings of this study indicate that the proper utilization of AI tools can significantly improve the efficiency and accuracy of teaching material development and enhance classroom teaching effectiveness. Adhering to the teacher-led and AI-assisted development model in EFL teaching material development can facilitate the transformation of teaching resources toward personalization and dynamism, and provide solid resource support for the high-quality development of foreign language teaching.

The development of digital Eco-Mathematics teaching materials presents a significant opportunity to enhance elementary education by fostering critical thinking skills and environmental awareness among students. Existing mathematics learning materials rarely integrate environmental contexts in a structured and digital format, particularly in border areas, leading to limited opportunities for students to develop both competencies simultaneously. Moreover, students in border areas often experience limited access to contextual and innovative learning resources, which contributes to low levels of critical thinking skills and environmental awareness. This research aims to develop and evaluate these materials for fifth-grade students in elementary schools located in the Indonesia–Malaysia border area. Utilizing the Tesser & Akker framework, the study employs a design research approach consisting of a Preliminary Study and a Formative Evaluation to guide the development process. The analysis focuses on the validity, practicality, and effectiveness of the teaching materials in terms of educational outcomes. The findings indicate that the developed Eco-Mathematics materials meet the criteria for validity, practicality, and effectiveness. These results highlight the contribution of this study in providing an innovative integration of environmental contexts into digital mathematics learning, which effectively supports the enhancement of students’ critical thinking skills and environmental awareness, particularly in under-resourced border areas

This study addresses the limited development of teaching materials integrating the Tri N philosophy of Ki Hadjar Dewantara (Niteni, Nirokke, and Nambahi) in science education, particularly for prospective elementary school teachers. The research aims to develop Tri N-based Lembar Kerja Mahasiswa (LKM) and evaluate its feasibility and effectiveness in supporting science learning. A research and development (R&D) approach was employed using the 4D model, consisting of define, design, develop, and disseminate stages. Data were collected through validation questionnaires completed by subject matter and media experts, and analyzed quantitatively. The results indicate that the developed LKM achieved a very high validity score, with an average of 93%, categorized as highly feasible. Furthermore, effectiveness testing using a t-test showed a significance value of 0.02 (< 0.05), indicating a significant improvement in student learning outcomes in the experimental group compared to the control group. These findings suggest that Tri N-based LKM is effective in promoting active, meaningful, and contextual learning, and can enhance students’ understanding and engagement in science education.

The Javanese people created some batik patterns depicting the human life-cycle, from birth to death. These motifs have high cultural and philosophical value. They are also used in important ceremonies throughout the human life-cycle. This cultural richness can be integrated into BIPA (Indonesian for Foreign Speakers) learning. This study aims to design a strategy for integrating Javanese life-cycle batik into BIPA learning with portfolio writing models. This study employs a descriptive research approach with a qualitative focus. Data for this study was collected through observations at a reputable cultural museum, interviews with guides, documentation of batik motifs and literature on Javanese life-cycle batik. To ensure the validity and credibility of the data, triangulation techniques were employed. The results indicate that the life-cycle batik comprises 16 motifs used in seven traditional ceremonies marking stages of the human life-cycle. This diversity of life-cycle batik can be integrated into BIPA teaching materials using Notion as the medium. These materials cover vocabularies (40 words), as well as listening, speaking, reading and writing, and Indonesian cultural awareness. This study contributes to the development of alternative BIPA teaching materials that integrate culture. Integrating Javanese batik motifs representing the life-cycle into BIPA learning could enhance cross-cultural understanding and contextual language skills.

Physics plays an important role in developing problem-solving skills as a 21st-century learning demand. However, in fluid materials, this ability is still low due to difficulties in understanding abstract concepts and the limited use of interactive media. This research aims to determine the initial problem-solving ability and the need for the development of teaching materials. The study used a descriptive approach in the form of a preliminary study at MAN 3 Padang City in class XI Science 2 with 26 students. Data was collected through tests, interviews, and questionnaires, then analyzed descriptively. The results showed that 53.8% of students were in the category of failure, 3.8% lacking, 15.4% adequate, 15.4% good, and 11.5% very good, so problem-solving skills are still low. In addition, students have good technological readiness, but have not been supported by adequate learning media. Therefore, it is necessary to develop E-LKPD based on Problem-Based Learning (PBL) supported by PhET Interactive Simulations simulations and oriented to local wisdom to improve students' understanding of concepts and problem-solving skills.

The rapid advancement of digital technology has fundamentally reshaped how higher education students access and engage with learning resources, particularly among digital natives who demonstrate strong preferences for interactive, multimodal, and non-linear content formats. This transformation necessitates the development of instructional materials that are not only technologically enhanced but also grounded in sound, evidence-based pedagogical frameworks. The present study aimed to design, develop, and evaluate a digital book for the Instructional Materials Development course in the Bachelor of Educational Technology program at Universitas Negeri Jakarta, Indonesia, by systematically integrating Merrill’s First Principles of Instruction (FPI) with the Rowntree development model. The development process followed three sequential and iterative stages: (1) planning, (2) preparation for writing, and (3) writing with revision. Formative evaluation was conducted by an instructional design expert, a media design expert, and 42 undergraduate students enrolled in the target course as end users. The results demonstrated high validity and practicality of the developed digital book, with overall mean scores of 4.60 from the instructional expert, 4.64 from the media expert, and 4.47 from the student trial on a five-point Likert scale. These findings indicate that the FPI-based digital book is pedagogically sound, technically robust, and strongly aligned with the learning preferences and professional needs of digital-native undergraduate students. The study contributes an empirically validated, replicable instructional design framework that integrates pedagogical theory, systematic development methodology, and empirical formative evaluation within a single development cycle, thereby advancing both the theory and practice of digital learning resource development in higher education.

Research objectives: 1) To determine the development of Islamic Religious Education teaching materials in improving understanding of Al-Islam in SDIK Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City. 2) To determine the level of understanding of Al-Islam in SDIK Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City. This research uses a qualitative method. The data needed in this study are in the form of observation, interviews, and documentation. All data collected are analyzed in the form of data reduction, data presentation, and drawing conclusions. The results of this study indicate that 1) the development of Islamic religious education teaching materials in improving the understanding of Al Islam in students of SD Islam Karakter Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City is carried out by referring to the 2013 curriculum that has been set by the Ministry of Education which includes textbooks, online materials and scientific articles then educators also try to develop teaching materials by educators attending workshops to update teaching methods which include designing lesson plans, developing content and compiling questions and making interesting presentations. 2) the level of understanding of Al Islam in students of SD Islam Karakter Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City through the development of teaching materials and evaluations such as daily tests, assignments and direct observation and questions and answers, the level of student understanding in general is good with most students being able to master the basic material of education about Al Islam but there are some students who still need further guidance in the concept of Al Islam education.