This study aims to examine the key barriers to the effective implementation of digital learning in Madagascar by identifying the structural, institutional, pedagogical, and socio-economic factors that shape digital education practices within a low-income, capacity-constrained education system. The study adopts a qualitative descriptive research design using an interpretive approach. Data are drawn from peer-reviewed academic literature, empirical studies on digital learning and higher education in Madagascar, and comparative evidence from developing and post-crisis education contexts. The analysis applies a thematic analytical technique, involving systematic coding, categorization, and synthesis of recurring patterns related to infrastructure, governance, teacher capacity, access inequality, and technology adoption mechanisms. The findings reveal that the implementation of digital learning in Madagascar is constrained by interconnected barriers, including inadequate digital and physical infrastructure, limited institutional and governance capacity, insufficient teacher digital competence, and persistent socio-economic inequality that affects access and participation. Advanced technologies such as artificial intelligence offer potential benefits, yet their effectiveness remains limited by unresolved foundational conditions, and their adoption could exacerbate existing disparities if implemented prematurely. This study contributes original value by providing a context-sensitive and integrative analysis of digital learning barriers in Madagascar, moving beyond technology-centered explanations. By linking digital transformation theory with empirical evidence from a structurally constrained education system, the study offers practical insights for policy design and institutional reform. It enriches the literature on the implementation of digital education in low-income and developing contexts.

This study aims to describe the implementation of digital literacy in Pancasila Education learning for fifth grade elementary school students and identify the obstacles faced in implementing digital literacy during Pancasila Education learning for fifth grade elementary school students. This study uses a qualitative research method with a descriptive qualitative research type. Data collection techniques were carried out using observation, interviews, and documentation. The data analysis technique for this study used interactive data analysis techniques. The results of the study indicate that the implementation of digital literacy in Pancasila Education learning on the topic "My Indonesian Cultural Diversity" in fifth grade elementary school students at Puhgogor 01 has run well through the planning, implementation, and evaluation stages of learning. In the planning stage, teachers have developed teaching modules that integrate digital media. In the implementation stage, students showed good development in digital literacy skills. Furthermore, in the evaluation stage, teachers used online quizzes with pictures to determine the level of students' understanding of the material that had been learned. There were no major obstacles. The availability of digital facilities such as chromebooks and a stable internet connection were the main factors that supported the smooth learning process. The obstacles that emerged were only minor and could be overcome by teachers through preparedness and providing alternative solutions.

Study purpose. This study aimed to investigate the impact of multilateral learning methods on the acceleration of motor educability in elementary school students, with an analytical focus on manipulative coordination and sensorimotor adaptability. Materials and methods. Employing a quantitative approach with a pre-experimental one-group pretest-posttest design, this study involved 50 fifth-grade students selected via purposive sampling. The pedagogical intervention was implemented over a six-week period, integrating multilateral principles into the formal physical education curriculum through small sided games and fundamental movement circuits. Assessment instruments specifically tennis ball throwing and catching tests alongside basketball throwing tests were utilized to evaluate the efficacy of force control and the students' capacity for adaptive calibration to variability in object mass. Data were subsequently analyzed using a paired samples t-test at a 5% significance level to determine the statistical significance of the intervention's impact Results. The results demonstrated a significant increase in motor performance across both measurement parameters; the mean score for the tennis ball throw significantly increased from 7.74 to 8.00 (t_observed = 2.768 > t_table = 2.009; p = 0.008). A more substantial significance was identified in the basketball instrument, where scores rose from 3.07 to 3.37 (t_observed = 9.440 > t_table = 2.009; p < 0.001). These findings provided empirical evidence that multilateral intervention effectively stimulated neuromuscular plasticity in students, enabling precise force calibration during transitions in object characteristics. Conclusions. It was concluded that the implementation of multilateral learning based on equipment modification was a significant strategy for optimizing motor educability profiles while strengthening the foundation of physical literacy in children's developmental phases.

ABSTRACT This study examines the joint, specific, and unique contributions of prior knowledge, executive functions (working memory, inhibition, and cognitive flexibility), fluid intelligence, and academic motivation (expectancy and subjective task value) in predicting overall mathematics performance among secondary school students. Ninety-six second-year students from Argentina participated (52.5% female; M age = 13.12). Regression analysis indicated that, except for inhibition and subjective value, these variables accounted for 66% of the variance in math performance. Prior knowledge and fluid intelligence emerged as the strongest unique predictors. These results emphasize the importance of cognitive factors over affective ones in predicting mathematics performance at the secondary level. They further suggest that assessing these abilities can help identify students at risk of mathematical difficulties, enabling educators to anticipate learning constraints and implement targeted interventions. Future research might investigate whether interventions addressing these cognitive factors can enhance mathematics learning at this stage of schooling.

The implementation of Project-Based Learning through the Pancasila Student Profile Strengthening Project (P5) has been widely promoted to foster 21st-century skills and work readiness. However, systematic and decision-oriented evaluation models capable of generating evidence-based insights for curriculum improvement remain limited. This study addresses this gap by applying an Evidence-Based DIPPO Evaluation Model to assess the implementation of P5 and its impact on students’ competencies. This research employed a mixed-methods evaluative design based on a pilot (preliminary) study involving students, teachers, and school administrators. The evaluation was structured around the DIPPO framework (Design, Input, Process, Product, Outcome). Quantitative data were collected using structured questionnaires and pre–post skill assessments, while qualitative data were obtained through interviews, observations, and document analysis. Descriptive statistics, paired-sample t -tests, ANOVA, effect size analysis, and data triangulation were used to support evidence-based interpretation. The findings indicate strong performance in the Design, Process, Product, and Outcome dimensions, demonstrating high conceptual alignment, implementation fidelity, and positive learning outputs. Significant pre–post improvements were observed across all measured 21st-century skills, including critical thinking, collaboration, communication, creativity, and work readiness ( p < .001; medium to large effect sizes). The Input dimension showed comparatively lower scores, highlighting resource and capacity gaps. Stakeholder comparisons revealed significant differences only in perceptions of input readiness, providing actionable insights for targeted improvement. The pilot findings suggest that the Evidence-Based DIPPO Evaluation Model is a feasible and effective framework for evaluating P5 implementation and supporting evidence-based decision-making. By systematically linking project-based learning processes with skill development and work readiness, the model offers practical value for policy, practice, and curriculum reform. Further large-scale and longitudinal studies are recommended to validate and extend these preliminary results.

This Classroom Action Research (CAR) aimed to improve seventh-grade students’ speaking ability at SMPK Adisucipto Kupang through the implementation of Task-Based Learning (TBL) supported by Audio-Visual Media (AVM). The study involved 27 students and was conducted through cycles of planning, action, observation, and reflection. Data were collected using speaking tests, observation checklists, and field notes. The pre-test results revealed that students struggled with fluency, pronunciation, vocabulary, comprehension, and confidence, resulting in limited interaction and hesitancy to speak. After the intervention, significant improvement was observed across all speaking components. The class average increased from 45.4 (Medium) to 75.8 (High), with 22 students reaching the High category in the post-test compared to none in the pre-test. Qualitative findings showed that students became more active, motivated, and confident, supported by the engaging nature of audio-visual input and the communicative demands of task-based activities. These results indicate that combining TBL with AVM effectively enhances both cognitive and affective aspects of speaking performance. The study suggests continued integration of multimedia-supported communicative tasks in English language instruction.

This study aims to comprehensively analyze the nature of learning and instruction in elementary schools through a literature study approach. The review was conducted by examining various classical and modern learning theories, concepts of 21st-century learning, and the practical implications that emerge within the context of basic education. The data were obtained from academic books, national and international scientific journals, research reports, and various digital publications relevant to the topic. Based on the literature review, learning is understood as a complex process that results in changes in behavior, knowledge, skills, values, and attitudes through direct experience or social interaction. Effective instruction requires a paradigm shift from teacher-centered learning to student-centered learning, where teachers are no longer merely transmitters of information but act as facilitators, motivators, and guides in the learning process. The study also shows that the implementation of 21st-century learning in elementary schools demands the application of instructional strategies that stimulate critical thinking, creativity, collaboration, and digital literacy. Learning must be designed to accommodate the developmental needs of children, particularly because elementary students are at the concrete operational stage, requiring real and contextual learning experiences. This study emphasizes that instructional quality will improve when planning, implementation, and evaluation are developed based on a deep understanding of children’s learning characteristics. Thus, this literature study provides a comprehensive overview of the importance of understanding the nature of learning and instruction as the foundation for developing effective, relevant, and sustainable educational practices in elementary

Remedial and enrichment activities in elementary schools are an important step to ensure that every student has the opportunity to learn according to their abilities and needs. Through a literature study, this study summarizes various findings from journals, books, and research reports to capture how the concepts, implementation processes, challenges, and effective strategies of remedial and enrichment are applied at the basic level. The results of the study show that the most decisive initial step is to recognize students' learning difficulties through initial assessments, classroom observations, and portfolio analysis. In remedial activities, teachers need to develop a targeted improvement plan, utilize concrete media, provide guidance in small groups or through peer tutors, and conduct reassessments to see student progress. Meanwhile, enrichment can be provided by identifying students who demonstrate higher abilities, then engaging them in creative projects, mini-research, or interest-based activities that challenge higher-level thinking skills. Teachers play a very strategic role as planners, facilitators, as well as providers of emotional support. In the field, the implementation of these two programs is still constrained by limited time, large number of students, and lack of supporting resources. Therefore, strategies such as differentiated learning, the use of simple technology, and the implementation of project-based learning are recommended to increase effectiveness. This study is expected to be a practical reference for elementary school teachers in developing remedial and enrichment programs that are more adaptive, inclusive, and sustainable.

Background of the study: Early Childhood Education (ECE) is a foundational developmental stage shaping cognitive and socio-emotional growth. However, instructional practices in many contexts—particularly in developing countries—remain dominated by surface-learning approaches that emphasize memorization over conceptual understanding and reflection. Although deep learning has gained prominence in educational discourse, its integration within early childhood pedagogy remains conceptually fragmented and insufficiently synthesized. Aims and scope of paper: This study aims to systematically review and synthesize theoretical and empirical evidence on the implementation of deep learning in Indonesian Early Childhood Education. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Peer-reviewed journal articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. After applying inclusion and exclusion criteria, 42 eligible studies were analyzed using thematic synthesis to identify conceptual patterns, pedagogical strategies, and developmental outcomes associated with deep learning practices in early childhood settings. Results: The findings reveal that effective deep learning implementation in ECE relies on the dynamic integration of three interdependent pedagogical pillars: (1) mindful learning, characterized by reflective awareness and metacognitive engagement; (2) joyful learning, grounded in emotionally supportive and play-based pedagogy; and (3) meaningful learning, emphasizing contextualized and experience-based knowledge construction. Project-Based Learning (PjBL), guided play, collaborative inquiry, and sensory-motor exploration emerged as dominant instructional strategies supporting these pillars. Evidence across studies indicates positive associations between integrative deep learning approaches and improvements in self-regulation, problem-solving, social competence, and early cognitive flexibility. Contribution: This review advances the literature by conceptualizing deep learning as an integrated early childhood pedagogical framework that unites cognitive, emotional, and contextual dimensions of learning. It synthesizes fragmented constructs into a coherent model relevant to the Indonesian context and provides an evidence-informed reference for transitioning from outcome-driven instruction to reflective and developmentally responsive pedagogy.

The global significance of English underscores the need for effective early language instruction. This study aims to evaluate the implementation of English language learning in elementary schools and its correlation with student learning outcomes. A quantitative approach with a correlational design was employed. The research subjects were 30 fifth-grade students selected through simple random sampling from an elementary school in Pangkajene. Data were collected using a learning implementation questionnaire and an English learning outcome test. The questionnaire’s validity and reliability were tested prior to use. Data were analyzed using descriptive statistics and Pearson’s correlation test. The results indicated that the implementation of English language learning was in the “good” category (average percentage 85.2%), with the highest aspect being teacher–student interaction (90%). Student learning outcomes were also in the “good” category (average score 78). A significant positive correlation (r = 0.68; p < 0.05) was found between the implementation of learning and student outcomes, accounting for 46.2% of the variance. This finding confirms that the quality of learning implementation plays a crucial role in enhancing students’ English skills. The study implies the need for continuous improvement in learning methods and media to further optimize student achievement.

The love of teaching and working with children, and the future of teachers’ education in Saudi Arabia in the field of early childhood, is pushing the field to grow faster than ever. Teachers must put more effort and considerable energy into teaching through play. Play-based learning benefits children in all developmental domains and prepares them for the next level of education. This meta-synthesis literature review aimed to investigate international early childhood teachers’ implementation and perceptions of play-based learning, in addition to exploring Saudi Arabia’s early childhood education system. The aim of this paper was to examine how play-based learning is implemented globally and in what ways Saudi early childhood can benefit from international perspectives, taking into consideration Saudi Arabia’s own culture and values. Play-based learning benefits children in all developmental domains and prepares them for the next level of education. The process of this meta-synthesis review was as follows: first, to collect several qualitative studies on play-based learning; second, to read the articles in depth to reflect on their findings in this paper; and third, exclude all articles that were not related to children and play. In this paper, I used 20 articles in English, along with two Arabic books and five Arabic websites. The findings reported that play-based learning is a controversial topic and that teachers and educators have different beliefs and opinions on the level of teachers’ involvement in children’s play. Teachers’ knowledge and professional ability to address play-based curricula are critical for facilitating learning. The positive implications of play-based learning include children’s academic and social growth, the enhancement of teachers’ practices, and children’s fulfillment from learning in a joyful environment. Future Studies are to be conducted to examine teachers’ implementation of and beliefs about play-based learning under the lens of the social culture and how these implementations could positively and negatively affect children’s learning and development.

This study aims to implement and evaluate the Nature-Based Deep Learning model in developing ecoliteracy skills in early childhood. Using a qualitative descriptive approach and field research design, the study was conducted at BA Aisyiyah Kalilandak involving 18 children aged 5–6 years. Data collection techniques included observation, interviews, and documentation. The model was implemented through three sequential phases: authentic exploration, guided reflection, and conceptual application. The results showed significant improvements in children's cognitive abilities, including observation, classification, and understanding of ecological relationships, as well as the development of empathy, environmental responsibility, and pro-environmental behavior. The structured integration of direct experiences in nature with reflective processes proved effective in fostering deep ecological understanding and agency in children. Pedagogically, this study emphasizes the role of teachers as facilitators of reflection and the importance of a systematic, nature-based learning design to achieve meaningful and sustainable educational outcomes.

This study aims to investigate the use of AI-assisted learning with authentic Sustainable Development Goals (SDGs)-based materials to improve students’ grammar and learning experiences. The study employed an explanatory sequential mixed-methods design. Data were collected through a grammar pretest and posttest to assess students’ understanding of the Simple Past Tense and a Likert-scale questionnaire to explore students’ learning experiences. The participants were 36 eleventh-grade students at SMA Persada Bandar Lampung. Data analysis included paired sample t-test analysis and N-Gain score calculation to measure grammar improvement, as well as descriptive analysis of students’ responses. The results indicated that students’ grammar achievement improved after the implementation of AI-assisted learning. Students reported positive learning experiences and perceived AI and SDGs-based materials as helpful and engaging, although some interaction difficulties still happened. The findings suggest that AI-assisted learning with authentic materials had potential to enhance grammar learning. However for optimal outcomes, longer implementation of the learning was needed.

This study aims to evaluate the implementation of the Deep Learning (Pembelajaran Mendalam/PM) training program for teachers at SMPN 2 Praya Tengah using the Stake evaluation model, which consists of antecedents, transactions, and outcomes. The study employed a qualitative approach, with data collected through interviews, observations, and documentation. The research subjects included five teachers participating in the training, the school principal, and the training instructor. The findings indicate that in the antecedents aspect, the Deep Learning training was conducted based on teachers’ real needs to improve the quality of more meaningful and student-centered learning. Institutional support was generally adequate, although limitations were found in facilities and funding. In the transactions aspect, the training process was participatory and collaborative, utilizing various methods such as discussions, simulations, and hands-on practice that encouraged active teacher engagement, despite challenges related to time management and depth of material coverage. In the outcomes aspect, the training had a positive impact on improving teachers’ understanding, self-confidence, and skills in designing and implementing deep learning in the classroom; however, implementation still faced constraints related to limited time and students’ readiness. Based on these results, it can be concluded that the Deep Learning (PM) training for teachers at SMPN 2 Praya Tengah is effective and relevant to school needs, yet it requires continuous support and follow-up mentoring to ensure its impact contributes optimally to improving the quality of learning.

Students' critical thinking skills in the topic of simple harmonic vibrations are still relatively low, so a learning model that can optimize these abilities is needed. This study aims to analyze the implementation of learning using the OIDDE Model and Problem-Based Learning (PBL) assisted by Liveworksheets, and to measure the resulting improvement in critical thinking skills. The research method used was a quasi-experimental with a non-equivalent control group design, involving 36 students each in experimental classes I and II. The results showed that the implementation of learning in both models was in the very good category (OIDDE 89% and PBL 85%), and there was a significant increase in critical thinking skills in both models, with an n-gain of 0.73 in experimental class I and 0.71 in experimental class II. Statistical tests showed a difference in critical thinking improvement between the two models. This study indicates that the application of the OIDDE Model provides superior improvement compared to PBL in learning simple harmonic vibrations, making it an effective alternative learning model for developing students' critical thinking skill.

The low level of students’ mathematical problem-solving ability, particularly in learning linear equations in one variable, is influenced by monotonous conventional instruction, making it necessary to adopt a more effective and engaging learning approach to improve this ability. However, empirical studies examining the implementation of game-based outdoor learning to enhance mathematical problem-solving ability in linear equations in one variable at the junior high school level remain limited. Accordingly, this study aims to examine the improvement in mathematical problem-solving ability of VIII students after the implementation of game-based outdoor learning. The research participants were 24 students of class VIII B at a junior high school in Jambi City, selected using a cluster random sampling technique. This study adopted a quantitative descriptive method with a pre-experimental One-Group Pretest–Posttest Design. Students’ improvement in mathematical problem-solving ability was analyzed using N-gain, which was classified into high, moderate, and low categories. Based on the N-gain analysis, of the 24 students involved, 4 students showed a high level of improvement, 14 students demonstrated moderate improvement, and 6 students exhibited low improvement in mathematical problem-solving ability These findings contribute empirical evidence supporting the implementation of game-based outdoor learning to improve junior high school students’ mathematical problem-solving ability in linear equations in one variable.

ABSTRACT The implementation of artificial intelligence (AI) and machine learning (ML) in the architecture, engineering, and construction (AEC) domain has gained significant attention within academic research and construction technology companies. The scientific field often relies on information collected from the industry for theoretical development and sometimes test cases. However, to the best of the authors’ knowledge, there has been no systematic effort to compare academic and industry trends and developments. In this work, we examine the development and application of ML in the AEC domain from both academic and industry perspectives. To investigate both perspectives, we implement a mixed-methods approach including an academic literature review, a web-based mapping of construction technology companies worldwide, and an online questionnaire targeting practitioners and technology companies. Overall, our mixed methods analysis reveals a strong alignment between academic research and industry practice in targeting early design and post construction phases, with both communities prioritizing the application of ML for energy efficiency, facility management, and site safety, particularly within the context of Building Information Modeling (BIM). However, industry devotes more effort to sustainability, cost and scheduling solutions, whereas academia lags in these areas and often relies on limited or synthetic datasets. Finally, both sectors identify data availability and quality, particularly the scarcity of large, labeled, domain-specific repositories, as the primary barrier to wider ML adoption in the AEC industry.

Multiplexed biosensing: A review of surface plasmon resonance platforms for biomarker analysis.

Learning for children with special needs requires instructional approaches that can accommodate the diversity of students’ characteristics, potentials, and learning needs. One relevant approach is strength-based individual learning, which is designed by building on students’ potentials and strengths. This study aimed to analyze the implementation of strength-based individual learning as a strategy to enhance the engagement and independence of children with special needs at SLB Negeri Sumenep. This research employed a qualitative approach using Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of three students with special needs who had different types of learning barriers. Data collection techniques included observation, interviews, and documentation, while data analysis was carried out qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of strength-based individual learning significantly increased students’ learning engagement, as indicated by improvements in attention, active participation, and emotional involvement during the learning process. In addition, students’ learning independence also improved, as evidenced by reduced dependence on teacher assistance and increased ability to complete tasks independently. These findings indicate that strength-based individual learning is an effective and applicable strategy for improving the quality of education for children with special needs in special schools.

This study aims to analyze the application of the Problem-Based Learning (PBL) model in Fiqh subjects at MTs Muhammadiyah Blimbing, focusing on both conceptual frameworks and practical implementation. The research employs a qualitative descriptive approach. Data sources were gathered through direct classroom observations, in-depth interviews with Fiqh teachers and students, and documentation of lesson plans and assessments. The analysis focuses on three primary stages: planning, implementation, and evaluation of the problem-based learning process. The results indicate that the integration of PBL in Fiqh instruction significantly enhances student engagement, critical thinking skills, and contextual understanding of Islamic legal materials. In this model, teachers transition from traditional lecturers to facilitators, guiding students as they identify real-world problems, engage in collaborative discussions, and derive solutions based on Sharia postulates. Despite facing challenges such as time constraints and varying levels of student participation, the PBL model is generally deemed effective and highly relevant for the Madrasah Tsanawiyah level. The implications of this research suggest that PBL serves as a strategic alternative to shift Fiqh education from rote memorization to a more functional and applied learning experience. It is recommended that educational institutions provide ongoing professional development for teachers to refine time management and group facilitation techniques, ensuring the optimal success of the PBL model in Islamic education settings.