The low level of students’ scientific literacy indicates the need for learning approaches that can train scientific thinking process through inquiry activities. This study aims to compare the effectiveness of Guided Inquiry Interactive Reinforcement learning with Guided Inquiry learning without Interactive Reinforcement on the topic of global warming in improving junior high school students’ scientific literacy. This research employed a quantitative approach with a quasi-experimental design conducted at a public junior high school in Sidoarjo Regency. This research subjects were students of class IX F as the experimental class and class IX B as the control class. Data were collected through scientific literacy test instrument, learning implementation observation sheets, and student response questionnaires. The test data were analyzed using the Mann-Whitney U test, effect size calculation, and N-Gain, while the data from the observation of learning implementation and student response questionnaires were analyzed descriptively using quantitative methods. The results showed that there was a significant difference in scientific literacy between the experimental class and the control class with an Asymp. Sig. (2-tailed) value of <0,001. The effect size calculation obtained a value of , categorized as a large effect, indicating a very strong influence. The improvement in scientific literacy in the experimental class was higher with an average N-Gain of 0,927 (high category) compared to the control class with 0,783 (high category). The level of scientific literacy also increased from level 2 in the pretest to level 6 in the experimental class and level 5 in the control class in the posttest. These results were supported by the implementation of learning in both classes, which was categorized as very good, and student responses that showed very good criteria with a higher percentage in the experimental class. Based on these findings, the Guided Inquiry Interactive Reinforcement learning model is proven to be more effective in improving junior high school students’ scientific literacy. This learning model is recommended to be applied to science topics that have contextual characteristics in order to enhance students’ scientific literacy.

Background-This study provides an overview of the impact of Wordwall-based learning games on students’ communication and collaboration skills. Objectives-The objectives of this research are: (1) Describe the comparison of communication skills between the control class and the experimental class, (2) Describe the comparison of collaboration skills between the control class and the experimental class, (3) The implications of Wordwall-based learning game for improving students’ communication and collaboration skills. Method-The method used is quantitative study employing an experimental approach. The instruments used include observation instruments for assessing communication and collaboration skills by teachers and peers. Results- The results showed that the t-test results for teacher observations on communication skills were 0.071, for peer observations 0.002, as well as teacher observations on collaboration skills at 0.012, and peer observations at 0.222. The results of the t-test indicated significant differences in several aspects, with the experimental class that implemented Wordwall-based learning game being more effective in improving communication and collaboration skills than the control class. Conclusions- Wordwall-based learning game can be used as a learning innovation to improve students' communication and collaboration skills, while also making learning more interactive and contextual. Wordwall-based learning game is not only able to improve communication and collaboration skills, but can also create a fun, interactive, and more meaningful learning experience.

School bullying victimization, depression, and the role of school connectedness among junior high school students in Hong Kong: evidence from fixed-effects models.

This research aims to: (1) produce a flipbook-based e-module learning media for volleyball game material for eighth grade students of junior high school, (2) determine the feasibility of a flipbook-based e-module learning media for volleyball game material for eighth grade students of junior high school, (3) determine the practicality of a flipbook-based e-module learning media for volleyball game material for eighth grade students of junior high school. This research was a research and development (R&D) study with the ADDIE approach model with research steps consisted of: 1) Analyze, 2) Design, 3) Development, 4) Implementation and 5) Evaluation. Product validation was carried out by 2 material experts and 2 media experts. The research subjects were teachers and students. The subjects of the teacher response trial involved 3 Physical Education teachers at the junior high school level. The small-scale trial consisted of 22 eighth grade students of SMP Negeri 2 Batauga. The research subjects of the large-scale trial were carried out by involving 41 eighth grade students of SMP Negeri 2 Sampolawa (Sampolawa 2 Junior High School). The research instruments used a product feasibility sheet and a product practicality sheet. The data were analyzed by using descriptive analysis techniques.The research findings reveal that the product's feasibility, based on the assessment of 2 material experts, is in the "feasible" category. The product's feasibility, based on the assessment of 2 media experts, is in the "very feasible" category. The results of the teacher response trial are in the "very feasible" category. The small-scale trial result in a "very good" or "very practical" category. The large-scale trial result in a "very good" or "very practical" category. Therefore, it can be concluded that the developed product is feasible and practical for use as a learning medium for volleyball.

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.

Integers are one of the essential materials in mathematics, but provides its own difficulties for students, especially with regard to negative integers. This study aims to develop a hypothetical learning trajectory based on the results of the learning obstcale study. Specifically, the alleged learning trajectory is a conjecture on phase D students, namely Junior High School students based on the differentiation of the readiness aspects of high, medium, and low students. This study used development research with a didactical design research approach at the prospective analysis stage, namely analyzing the didactic situation before learning. The development results obtained a hypothetical learning trajectory based on the analysis of learning obstacle and literature review. Based on this, the hypothetical learning trajectory that is compiled consists of four stages starting from the concept of negative numbers, the concept of integers, counting operations on integers, and the properties of calculating operations on integers and their application. In addition to these four stages, the alleged learning trajectory also emphasizes the meaning of the minus sign as a prerequisite concept in integers. The integration of didactical situations in the hypothetical learning trajectory emphasizes the diversity of didactical situations towards students’ abilities as a form of differentiated instruction, especially in differentiating content.

Measurement invariance and group differences of the Adolescent Time Attitude Inventory: A multi-group comparison across gender and school stages in Chinese adolescents.

This study assesses the current state of collaboration between families and schools in educating students' behavior, the level of application of digital technology in this collaboration process, and students' perceptions of the effectiveness of this collaboration. The study uses a questionnaire survey method with teachers, parents, and students, and the data is processed using descriptive statistics. The results show that while collaboration between families and schools has been implemented, it is not yet strong and synchronized. Digital technology is widely used in information exchange; however, its effectiveness in managing student behavior remains low, and teachers still face difficulties in its use. This research also identifies several challenges and proposes solutions to improve the effectiveness of student behavior education in the current context.

This qualitative study employed a phenomenological research design to explore the lived experiences of junior high school students in writing poetry through TiktTok. Grounded in Experiential Learning Theory, Connectivism Theory, and Cognitive Load Theory, the research examined how TikTok influences student engagement and creativity in poetry writing. Fourteen research participants were purposively selected: seven Grade 9 students participated in in-depth interviews (IDI), and another seven joined a focus group discussion (FGD), including two English teachers, a Master Teacher, two academically inclined students, and two struggling students to ensure diverse perspectives. Findings revealed that students faced challenges such as limited vocabulary, grammar issues, poor reading habits, and time management difficulties. Despite these, participants shared that TikTok enhanced their creativity, motivation, and self-expression. The platform’s multimedia features supported autonomous learning and encouraged students to align their poetry with digital trends. The integration of TikTok allowed a more relatable and engaging approach to poetry writing, bridging the gap between conventional curriculum tasks and students’ evolving digital preferences. The results point to the potential of social media platforms as effective educational tools when meaningfully integrated into instruction. By adapting learning experiences to students’ interests and environments, educators may find new ways to foster creativity, confidence, and engagement in language learning.

Abstract Background Research based on embodied cognition has demonstrated that physical posture, particularly an upright seated posture, can influence emotions and cognition. However, although students spend most of the day sitting in classrooms, intervention research on upright seated postures suitable for learning environments is limited. Aims We aimed to examine the effects of postural intervention via a ‘Zazen‐like upright‐support seating furniture’ (a risshin chair) on physical posture, class time perception, positive affect, and daily sense of fulfilment in school in a junior high school setting. Sample The participants were 48 second‐year junior high school students (25 girls and 23 boys; M age = 13.39 years, SD = .49) from two classes of a single grade at a public school in Japan. Methods Using a within‐participants design, students alternated between sitting in regular and risshin chairs in an A‐B‐A‐B‐A order for approximately five weeks. At the end of each week, they completed a self‐report questionnaire during the final homeroom session on every Friday. Results Bayesian linear mixed‐effects modelling revealed significant effects of the risshin chair on posture‐related outcomes, such as autonomous posture improvement, straight back, and tension release. Bayesian mediation analysis with linear mixed‐effects modelling further showed that the risshin chair reduced time‐related distracted thoughts, increased pleasantness, and enhanced daily school fulfilment, with these effects mediated via improved straight‐back posture. Conclusions Although short‐term, the risshin chair improved specific aspects of students' physical posture, class time perception, and subjective well‐being during school compared with regular chairs.

This study is motivated by the need for technology-based learning innovations to enhance students’ learning motivation, particularly through the integration of the STEAM approach with educational games and virtual reality. This study aims to analyze the effect of STEAM-based learning assisted by educational games and virtual reality on students’ learning motivation. The method used was a quasi-experimental design with a pretest-posttest control group. The research subjects consisted of 56 students divided into an experimental class and a control class. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability, while data analysis was conducted using multiple linear regression tests with IBM SPSS Statistics 27. The results showed that simultaneously, educational games and virtual reality had a significant effect (sig. 0.031 < 0.05) on students’ learning motivation. However, partially, educational games did not have a significant effect (sig. 0.091 > 0.05), and virtual reality also did not show a significant effect (sig. 0.984 > 0.05). The coefficient of determination (R²) value of 0.242 indicates that both variables contributed 24.2% to students’ learning motivation. These findings suggest that the integration of technology in STEAM learning has the potential to improve learning motivation; however, the effectiveness of each medium still needs to be optimized to produce a more significant partial effect.

The persistently low level of science literacy among Indonesian students, as evidenced by stagnant PISA 2022 results remaining below the OECD average, underscores a critical need to transform teaching materials to be more adaptive to technological advances. This research addresses the lack of pedagogically integrated materials on technological aspects, which often hinders students' ability to interpret scientific phenomena. To bridge this gap, the study aimed to develop science learning modules based on the Technological Pedagogical Content Knowledge (TPACK) framework and to test their validity, practicality, and effectiveness in improving junior high school students' science literacy. Following the 4D developmental model, Define, Design, Develop, and Disseminate, the research involved 120 seventh-grade students from the former Besuki Residency and 25 teachers from the East Java Science Teacher Working Group. Data collection employed expert validation sheets, user-response questionnaires, and science literacy tests, which were analyzed using the Normalized Gain (N-gain) formula. The results indicated that the TPACK-based module demonstrated high validity, with a score of 88.97% from media and materials experts. In terms of practicality, the module earned an average of 90.9%, supported by a 91.55% positive student response rate. The effectiveness test demonstrated a significant increase in science literacy, with an average N-gain of 0.70 (high category), with the problem-solving indicator showing the most substantial growth. During the dissemination stage, the module was distributed digitally to the East Java Science Teacher Working Group, where validation by 25 practicing teachers yielded a 92.4% feasibility score. This study concludes that TPACK-based modules are highly effective modern instruments for enhancing scientific competence. By integrating interactive simulations and virtual laboratories, these modules overcome physical facility limitations, making them highly suitable for widespread adoption within the national science curriculum to foster a more technologically literate generation. Keywords: science literacy, students, teaching module, TPACK, the development.

Tri-N or Niteni, Nirokake, Nambahi (observing, imitating, adding) is a learning approach initiated by the Father of Indonesian Education, Ki Hadjar Dewantara. Tri-N is an adaptable approach that is easy to apply in every learning material, including mathematics. This research and development aims to develop an e-worksheet based on Tri-N for system of linear equations in two variables to improve junior high school students' creative thinking skills using the Liveworksheet Platform. The study employed the ADDIE development model, with stages: analysis, design, development, implementation, and evaluation although it was limited to the development stage to focus on validity and practicality. The results of this research include: (1) an e-worksheet based on Tri-N in a two-variable linear equation system has been produced to improve the creative thinking skills of junior high school students, (2) the validity test of the e-worksheet developed shows that 98.60% is categorized as very valid, and (3) the practicality test of the e-worksheet shows that 67.14% of students strongly agree and 31.90% of students agree on each aspect of the assessment. So, it can be concluded that e-worksheet based on Tri-N in a two-variable linear equation system is valid and practical for improving junior high school students' creative thinking skills. It is hoped that the research can become a reference in further research to test the effectiveness of the e-worksheet.

This study aims to analyze the multiple representations of mathematics (MMR) of junior high school students with high, medium, and low abilities in solving fraction problems. This study uses a descriptive qualitative method. The subjects of this study were 6 students taken from 32 seventh-grade students of SMP Negeri 2 Sukodadi. The research instrument consisted of a problem-solving test and a semi-structured interview guide (task-based) that refers to the aspects of multiple representations, namely (1) symbolizing; (2) describing (visually, verbally, and symbolically); and (3) referring to the answer. Data were analyzed through data condensation, data presentation, and drawing conclusions, with time triangulation to ensure the validity of the findings. The results of the study show that, based on student scores and data obtained, students are in the high category; there are 11 students (34.375%), with an average score of 100. There are 10 students in the medium category (31.25%), with an average score of 62.5. And 11 students in the low category (34.375%), with an average score below 50. Based on the multiple representations used, 12.5% of students in the high category meet all indicators of multiple representations. 12.5% of students in the medium category meet 3 indicators, with 2 representations. 75% of students in the low category only meet 1 indicator (describing visually/verbally). These findings indicate the need for us to achieve success in solving mathematical problems.

This study aims to evaluate the effectiveness of the "Safe Space Online: Your Zone, Your Rules" psychoeducation program in enhancing prevention knowledge and reducing cyberbullying behavior among phygital generation adolescents. The research employed a quasi-experimental method with a two-group pretest-posttest design. Participants consisted of 10 junior high school students in Bantul selected through purposive sampling. The instruments utilized were a 45-item Cyberbullying Behavior Scale (α = 0.929) and a module-based knowledge test. Wilcoxon test results for the experimental group indicated a significant increase in knowledge (p = 0.041; mean increased from 83.00 to 92.00) and a significant decrease in cyberbullying behavior (p = 0.043; mean decreased from 111.00 to 86.60). Effect size analysis revealed a value of r = 0.64 for both variables in the experimental group, confirming a large practical impact of the intervention. In contrast, the control group exhibited no significant changes (r = 0.04). This study concludes that structured psychoeducation effectively transforms adolescent digital interactions through deeper internalization of ethics and self-regulation compared to general digital literacy.

Emotional resilience and affective forecasting bias in junior high school students: the moderating role of negative coping.

The normalization of dating practices among junior and senior high school students indicates a shift in adolescents' moral constructions amid the strong influence of popular culture and digital media. This phenomenon raises critical questions regarding the effectiveness of character education based on Islamic values, particularly in internalizing the value of iffah as a principle of self-control and moral integrity. Although character education has become a strategic agenda in the national education system, empirical studies that specifically link adolescents' relational practices with the process of internalizing religious moral values remain relatively limited. Grounded in value internalization theory and moral development theory, this study aims to analyze how adolescents' dating practices reflect the level of iffah value internalization and its implications for character formation. This research employs a qualitative approach with a field study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving students, teachers, and school stakeholders. Analysis was conducted using first-cycle coding techniques and thematic grouping to identify patterns in moral understanding, relational practices, and self-control mechanisms. The findings reveal a gap between normative understanding of iffah and the actualization of behavior in social relations. Most students understand iffah at the cognitive level, yet dating practices are viewed as part of identity formation and adolescents' affective needs. This indicates that the value internalization process has not yet reached a stable stage of moral integration. This study affirms the need for a more transformative, contextual, and collaborative character education model to sustainably strengthen adolescents' moral integrity.

This study aims to analyze the contribution of learning interest and learning motivation to the academic achievement of junior high school students through a systematic literature review approach. The study is motivated by the relatively low academic performance of students and the importance of affective factors in supporting learning success. The research employed a qualitative approach with a systematic literature review (SLR) design following PRISMA guidelines, using scientific articles published between 2020 and 2025 as data sources. The findings indicate that learning interest and learning motivation have a predominantly positive and significant relationship with students’ academic achievement. Learning interest functions as an initial trigger for student engagement in the learning process, while learning motivation sustains continuous learning efforts. However, variations in findings suggest the influence of contextual factors such as learning environment, teaching methods, and individual student characteristics. This study contributes theoretically by strengthening the integration of interest and motivation concepts in educational psychology, and practically by providing insights for teachers and educational institutions in designing adaptive, student-centered learning strategies.

Introduction Adolescent obesity is a growing public health concern in China, driven largely by insufficient physical activity and increasing sedentary behaviors. Evidence on how multiple sources of social support relate to adolescents' physical activity and weight status remains relatively limited within the Chinese educational and cultural context. This study aims to examine the associations between multi-source social support, physical activity, and BMI Z-scores, and to explore gender-specific patterns among Chinese junior high school students. Methods A cross-sectional survey was conducted among 518 students aged 12–15 years from three junior high schools in Kunming, Yunnan Province. Participants completed the Physical Activity Rating Scale (PARS-3) and the Child and Adolescent Social Support Scale (CASSS), which assesses perceived support from five sources (parents, teachers, classmates, close friends, and school). BMI data were obtained from recent school health assessments. Hierarchical regression and restricted cubic spline analyses were employed to explore the associations and non-linear dose–response patterns between physical activity, multi-source social support, and BMI Z-scores. Results Physical activity showed the strongest negative association with BMI Z-scores (β = −0.34, p < 0.001), while teacher support remained independently associated (β = −0.10, p < 0.05). Parental, classmate, and close-friend support were not significant. Non-linear analyses revealed gender-specific trends: boys displayed a linear dose–response pattern, whereas girls showed a U-shaped curve with optimal BMI at moderate activity levels. The association between teacher support and BMI Z-scores was more evident among girls. The final model explained 14.1% of BMI Z-score variance. Discussion Physical activity showed the strongest association with BMI Z-scores among adolescents, and teacher support was uniquely associated with weight status in the Chinese school context. Gender-specific non-linear patterns highlight the need for culturally grounded, school-centered, and gender-sensitive strategies to promote healthy weight in early adolescence.

The learning outcomes of students at SMP 17 Surabaya show that most of them have not achieved the minimum competency standard based on observation results. Therefore, this study aims to improve student learning outcomes using TGT cooperative learning assisted by digital media. This study describes the implementation of learning, the improvement of cognitive learning outcomes, and student responses to the application of the Teams Games Tournament (TGT) cooperative learning model assisted by Bamboozle digital media on the subject of heat transfer. The type of research used is a pre-experimental design with a One Group Pretest-Posttest Design involving 30 students in class VII-E of SMP Negeri 17 Surabaya. The research instruments included observation sheets on learning implementation, tests, and response questionnaires. The learning outcome data were analyzed descriptively. The results showed that: (1) learning implementation was carried out very well, with a percentage of 95.55% in the first meeting and increased to 96.2% in the second meeting; (2) there was a significant difference in student learning outcomes, as indicated by a Wilcoxon test significance value of <0.001, and (3) student responses were classified as positive in the very high category, as indicated by an average questionnaire percentage of 92%. The conclusion of this study indicates that the Bamboozle-assisted TGT cooperative learning model can improve the learning outcomes of junior high school students.