Learning Context Research Articles

ABSTRACT Given the crucial role of early science learning in later academic success, employment, and prosperity, attention to possible predictors of science learning is increasing. Most of what we know about it, however, comes from studies with primarily White, English-speaking, upper-middle-class samples. Research Findings: Answering the growing call to expand research to culturally and linguistically diverse samples, the current study analyzes reading, math, and executive functions as predictors of science learning in Latine Kindergartners. Utilizing data from the nationally representative ECLS-K:2011 dataset, we found that math, reading, and executive functions were each independently and concurrently associated with Latine children’s science performance. Practice or Policy: This underscores the importance of a multifaceted educational approach to support science learning in diverse linguistic and cultural contexts.

This study aims to test the effectiveness of ethnomathematics-based teaching materials in improving the understanding of mathematics concepts in SDN 2 Suruh, Trenggalek Regency, by integrating the local cultural context of Trenggalek Regency. The method used is quasi-experimental with a one-group pretest-posttest design. The population in this study is students of SDN 2 Suruh. The sampling technique in this study was Purposive sampling of 65 students in grade V of SDN 2 Suruh. The selection of sampling was based on the ability to understand mathematical concepts. The research instruments include a concept understanding test with data analysis using Shapiro-Wilk normality, Homogeneity, Paired Sample T-Test, and N-Gain. The data analyzed is a test of understanding of mathematical concepts. The results showed a significant difference between the pretest and posttest values (sig. 0.000 <0.05), with an average N-Gain of 58.60% which was included in the effective category. Ethnomathematics-based teaching materials have been proven to be able to increase students' understanding of mathematical concepts while fostering interest in learning through the introduction of local cultural elements. These findings recommend the use of ethnomathematics-based teaching materials as a relevant and contextual learning strategy in primary schools.

The second-language motivational self system has not only served to explain language learning motivation in a wide range of contexts; it has also offered the potential for guiding motivational interventions in institutional learning contexts in particular. Although multiple studies have trialed interventions designed to train learners in creating powerful visions of their ideal second-language self, such approaches have not only shown varied success, but have either ignored the second-language learning experience component or limited its construct to attitudes to the second-language learning process. In contrast, the current study, adopting a broader conception of the second-language learning experience as second-language autobiographical memory, explored the utility of an English-through-drama program not only as a lens for exploring second-language identity and motivation from a holistic second-language narrative identity perspective, but also as a tool for developing it through self-awareness promotion. Thematic analysis was conducted on the participants’ reflective journal data in response to the program’s three main drama-based task sequences, triangulated by a parallel analysis of the instructor’s reflective journal entries. The program was found to be effective in terms of: (a) clarifying, transforming, and reinforcing the participants’ sense of second-language self; (b) fostering near-peer relatedness and inspiration; and (c) enhancing language learning motivation through (a) and (b), as well as through experiences of novelty and agency.

This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content analysis guided by Labov and Waletzky’s narrative structure framework. The analysis focused on global aspects (e.g., coherence, story structure) and local aspects (e.g., grammar, vocabulary, and mechanics). Findings reveal that multimodal feedback enhanced grammatical accuracy, lexical sophistication, narrative coherence, and emotional depth. The dynamic nature of video and screencast feedback supported clearer understanding, deeper reflection, and more autonomous revisions. These results reinforce the Cognitive Theory of Multimedia Learning, demonstrating how multimodal channels support more effective cognitive processing. The study offers insights into how multimodal feedback can be strategically employed to foster meaningful writing improvement and learner engagement in technology-mediated ESL instruction.

ABSTRACT This article focuses on the social and sociolinguistic representations that Kenyan students learning French as a foreign language develop about France, the French people and the french language in the year 2023. These images lie under the social linguistic and language pedagogy. Kenya is one of the English-speaking nations with its language policy grounded on the English-Kiswahili bilingualism, where a variety of foreign languages are taught, including French as an optional subject. Nevertheless, the language is one of the most commonly dropped subjects in secondary school. It thus seems obligatory to challenge the subjective and symbolic aspects of this attrition especially the social and emotional images that Kenyan learners have developed concerning France, the French people and the French language. The primary aim of the study was to learn the affective and representational variables that shape the attitude of learners towards the French language. Based on the theory of affectivity (Tomkins, 1962), the research aimed at investigating the representational practices of Kenyan students in Kakamega County, on France, the French people, and the French language. It had the following objectives : to capture the representations of the Kenyan learners towards France ; to determine the images that they develop about the French people ; and to see the perceptions of the Kenyan learners in regard to the French language. The research adopted the mixed method, with the use of both qualitative and quantitative analysis. The population was comprised of 291 students in 24 schools which teach French as a subject from form one to four in Kakamega County. A sample size of 81 form four students was used to gather data because this group was deemed the most appropriate to give their learning experiences in the field of foreign language learning (FLE). This analysis has revealed that Kenyan FLE students have devaluing representations and positive representations are primarily produced in learning contexts where students feel appreciated, heard and engaged. Pedagogical practices that empower the emotional aspect of the learners could thus be adopted by teachers of FLE as evidenced by this study. Keywords: Affectivity, French as a Foreign Language, Perceptions, Representations

Purpose of the study: This study aims to examine the effect of the guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee context on students’ critical thinking skills in learning sound waves at Dewantara 1 State Senior High School. Methodology: This study used a mixed-method approach with an explanatory sequential design and a quasi-experimental Non-Equivalent Control Group Design. Data were collected using tests, questionnaires, and interviews. Learning tools included worksheets and guidebooks. Data analysis employed SPSS version 25 for quantitative analysis and the Miles and Huberman model for qualitative review. Main Findings: The guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee significantly improved students’ critical thinking skills on sound waves. The experimental group’s mean score increased from 31.81 to 78.63, while the control group rose from 29.09 to 68.18. The t-test result (Sig. = 0.039 < 0.05) confirmed a significant difference. Student responses reached 86.79%, categorized as very strong. Novelty/Originality of this study: This study introduces the integration of a guided inquiry learning model with an ethnoscience approach using the Seurunee Kalee context in physics learning. The novelty lies in combining local cultural values with scientific inquiry to enhance students’ critical thinking skills, providing a new framework for contextualized and culturally relevant science education.

The Professional Work Experience (PKP) program at RA Mawaddah Warahmah Medan was conducted to enhance students’ understanding of teachers’ strategies in fostering young children’s learning motivation. The objectives were to identify baseline learning motivation, design teacher strategies based on children’s needs, and evaluate their impact on classroom engagement. The methods applied included classroom observation, interviews with mentor teachers, documentation, and participatory assistance through a classroom action approach. The strategies implemented consisted of affirmative communication, the use of concrete media, play-based learning, positive reinforcement, and effective transition management. Findings revealed a significant increase in children’s attention, active participation, and positive expression. Average motivation scores improved by 38% from pre- to post-intervention. Children became more focused, enthusiastic, and actively involved in core learning activities. Teachers also benefited from more conducive classroom environments and new creative teaching ideas. These results emphasize the crucial role of teachers as key drivers of learning motivation and demonstrate that simple yet targeted strategies can generate meaningful impacts. The PKP program is expected to contribute to the advancement of educational knowledge, particularly in implementing innovative, contextual, and child-centered learning approaches in early childhood education.

The study aimed to deeply analyze and examine the implementation of Active Learning by teachers and its impact on student learning participation at Madrasah Ibtidaiyah (MI) Nurul Mun’im. The primary focus was to identify the effectiveness of active pedagogy practices in enhancing student initiative, interaction, and confidence in expressing opinions in the classroom. This qualitative case study was conducted at MI Nurul Mun’im, Probolinggo, utilizing data collected through participatory observation, in-depth interviews, and RPP (lesson plan) document analysis; subjects were selected via purposive sampling. The results demonstrated that the implementation of Active Learning through cooperative models significantly increased student learning participation, with some initiative indicators rising by up to 191%. The most crucial finding was the teachers' success in contextualizing Active Learning with Islamic adab (etiquette) values and initial extrinsic motivation, effectively reducing the fear of failure and establishing a supportive learning environment. The implication of this research is a theoretical contribution to enriching pedagogical models in Islamic educational institutions, where active strategies must be integrated with religious ethics. It is recommended that these findings serve as a foundation for developing teacher training focused on contextual Active Learning for madrasah institutions.

Accurate spleen segmentation in abdominal CT scans remains a critical challenge in medical image analysis due to variable morphology, low tissue contrast, and proximity to similar anatomical structures. This paper presents an enhanced U-Net architecture that addresses these challenges through multi-slice contextual integration and interpretable deep learning. Our approach incorporates three-channel inputs from adjacent CT slices, implements a hybrid loss function combining Dice and binary cross-entropy terms, and integrates Grad-CAM visualization for enhanced model interpretability. Comprehensive evaluation on the Medical Decathlon dataset demonstrates superior performance, with a Dice similarity coefficient of 0.923 ± 0.04, outperforming standard 2D approaches by 3.2%. The model exhibits robust performance across varying slice thicknesses, contrast phases, and pathological conditions. Grad-CAM analysis reveals focused attention on spleen–tissue interfaces and internal vascular structures, providing clinical insight into model decision-making. The system demonstrates practical applicability for automated splenic volumetry, trauma assessment, and surgical planning, with processing times suitable for clinical workflow integration.

Social education programs often face challenges in effectively developing metacognitive skills in pre-service teachers, which are crucial for enhancing problem-solving and decision-making abilities in the classroom. Metacognition allows teachers to monitor and regulate their thinking, yet many teacher education programs lack structured frameworks to support this development. This study aims to address this gap by developing an Experiential Learning (EL) model designed to enhance the metacognitive skills of pre-service social education teachers. Based on Meijer et al.'s (2013) framework, the model integrates three core components: metacognitive knowledge, metacognitive regulation, and metacognitive responsiveness. A qualitative research design was employed, using expert validation through the Item-Objective Congruence (IOC) method and a Likert-scale suitability assessment. Five education experts evaluated the model’s alignment with metacognitive competencies, yielding a high suitability score of 4.56 out of 5. The model follows a learning cycle that incorporates concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results indicate that integrating metacognitive strategies into learning activities, with clearly defined instructor roles, significantly enhances pre-service teachers' metacognitive abilities. This research emphasizes the importance of incorporating reflective, contextual learning designs to foster higher-order thinking skills within teacher education, particularly in the underdeveloped field of social education.

This study aims to analyze the implementation of the Jarimatika method in elementary mathematics learning from the perspective of school policy and management. Jarimatika, as a finger-based learning innovation, is believed to enhance students’ basic arithmetic skills and create an engaging and contextual learning atmosphere. However, its successful implementation depends not only on teachers’ competence but also on supportive school policies and effective management strategies applied by school leaders and educators. This research employs a qualitative approach using a case study method conducted in several elementary schools that have implemented Jarimatika. Data were collected through interviews, observations, and analysis of school policy documents. The findings indicate that the effectiveness of Jarimatika implementation is significantly influenced by internal policies that support learning innovation, continuous teacher training, and the leadership role of principals in fostering an open and change-oriented school climate. Furthermore, adaptive and participatory school management has been proven to facilitate the integration of Jarimatika into the curriculum and daily learning activities. These findings emphasize the importance of synergy between school policy and managerial practice in improving the quality of mathematics learning in elementary education.

This research aims to examine the urgency of updating the 2013 Curriculum with the Merdeka Curriculum as a response to the need for a more adaptive, contextual, and future-oriented education. The method used is a qualitative approach with a library research type, where data is collected through the analysis of relevant documents and literature, and then analyzed using content analysis techniques. The research results indicate that the 2013 Curriculum has several weaknesses, including its overly centralized nature, limited teacher flexibility, and unbalanced material load. As a solution, the Merdeka Curriculum presents three main pillars: project-based learning, focus on essential materials, and a flexible curriculum structure. This curriculum provides space for teachers and students to create more meaningful, personalized, and contextual learning experiences. From this research, it shows that the Merdeka Curriculum is capable of addressing the challenges of 21st-century education, strengthening students' character and skills, and realizing a national education system that is more relevant, inclusive, and transformative.

This study aims to analyze the influence of smartphone usage on students’ academic achievement in the subject of Electrical Lighting Installation for grade XI students of the Electrical Power Installation Engineering (TITL) program at SMKN 1 Bukittinggi. The research is grounded in the increasing use of smartphones among students, most of which is for non-academic activities such as social media and gaming. This trend is suspected to disrupt students’ concentration and focus, leading to lower academic performance. The study employs a quantitative approach using surveys and documentation methods. The primary instrument is a questionnaire to assess the intensity of smartphone usage, complemented by documentation of students' learning outcomes. The analysis reveals a negative relationship between smartphone usage and student achievement. Higher smartphone usage outside of learning contexts tends to correlate with lower academic outcomes. These findings highlight the importance of monitoring and educating students on the wise use of smartphones so that technology supports learning rather than hinders it.

This paper examines the integral relationship between literature, language, and culture in foreign language (FL) education. It argues that literary texts serve as vital pedagogical tools, offering authentic linguistic models and deep cultural insights that transcend conventional language instruction. By analyzing linguistic artistry and cultural mirroring in literature—from classical works to contemporary narratives—the study demonstrates how literature enhances intercultural competence, pragmatic awareness, and critical thinking. The discussion highlights strategic approaches for integrating literature into FL curricula, including culturally relevant text selection, activity-driven pedagogy (e.g., creative reconstructions, role-playing), and collaborative learning frameworks. Ultimately, the research advocates for literature as an epistemic medium in language teaching, bridging the gap between linguistic proficiency and sociocultural fluency. Future directions explore digital adaptations to further enrich literary engagement in diverse learning contexts.

The development of a curriculum through a contextual approach is widely recognized as an effective way to enhance students' critical thinking skills. Therefore, to improve critical thinking the contextual approach employs two main types of innovations: digital media (including augmented reality, virtual classes, and digital games, etc) and non-digital innovations (SSCS, PBL, and Thinking Empowerment, etc). However, debate exists on whether digital media's immersive engagement or non-digital methods' personalized, hands-on experience is more effective for delivering contextual learning and enhancing critical thinking.This study performs a meta-analysis and bibliometric analysis to assess the effectiveness of contextual learning using both digital and non-digital media in boosting critical thinking skills. Adhering to PRISMA guidelines, a literature search identified 16 studies published between 2020 and 2024 that met the inclusion criteria. These studies were analyzed using VOS-viewer to visualize research trends and SPSS for statistical tests, including ANCOVA with effect size. The Kolmogorov-Smirnov test result was 0.081 > α 0.05, Levene's test result was 0.29 > α 0.05, ANCOVA significance was 0.927 > α 0.05, and the effect size was 0.01. The findings indicate that both digital and nondigital media effectively enhance critical thinking skills, with no significant difference in their effectiveness. This implies that the choice between digital and non-digital methods should depend on factors such as accessibility, cost, and personal preference, as both approaches are equally effective for fostering critical thinking in a contextual learning environment.

This research is motivated by the low learning outcomes of students in the subject of Islamic Religious Education (PAI), especially in the mastery of dhuha, tahajud, and Friday prayer materials in grade IV of SD Negeri 1 Tunahan. The purpose of the study is to analyze the improvement of student learning outcomes through the application of the Problem Based Learning (PBL) model and describe the implementation of the model along with its supporting and inhibiting factors. The research uses a Classroom Action Research (PTK) approach with a two-cycle design that includes the stages of planning, implementation, observation, and reflection. The research subjects consist of 15 grade IV students in the 2024/2025 school year. Data was collected through learning outcome tests, observations, interviews, questionnaires, and documentation, then analyzed descriptively, qualitatively, and quantitatively. The results showed a significant improvement: learning completeness increased from 33% in the pre-cycle to 87% in the second cycle, accompanied by an increase in the activity of teachers (average 4.9) and students (average 3.8) who were categorized as satisfactory and good, respectively. The PBL model has been proven to be effective in creating active, interactive, and contextual learning, thereby strengthening students' understanding of PAI materials. These findings make an original contribution to the application of a problem-based approach to religious learning in primary schools, while offering an alternative to relevant and applicable learning strategies.

E-portfolios are increasingly utilized in Indonesian higher education, aligning with the "Merdeka Belajar" initiative. However, limited research explores the qualitative experiences of EFL students navigating the challenges of digital writing within this context. This study addresses this gap by investigating the difficulties encountered by undergraduate students at Mulawarman University when writing e-portfolios using Google Sites. The research employed a qualitative narrative inquiry study approach, involving in-depth interviews with three sixth-semester students and analysis of their e-portfolio submissions. Key findings revealed significant challenges related to organizational structure, writing requirements, complex writing tasks (particularly analytical and reflective writing), grammar concerns and vocabulary limitations. Students employed various coping strategies, including AI assistance, online tools, online resources, and peer feedback. The implications of this study highlight the need for educators to provide explicit guidance on e-portfolio design, address specific writing challenges, and support students in effectively utilizing digital tools for academic writing. Further research could expand the sample size for broader generalizability also explore the impact of targeted pedagogical interventions across different platforms and learning contexts.

Our memories shape our perception of the world and guide adaptive behavior. Rather than a veridical record of experiences, memory is selective. An accumulating body of work suggests that motivational states, emerging from the interplay between internal and external demands, play a critical role in determining what information is encoded in memory and how. Central to the regulation of motivational states are dopaminergic and noradrenergic neuromodulatory systems that can coordinate brain activity to determine how information is propagated, shaping memory outcomes. In this review, we propose that motivational states supported by the dopaminergic ventral tegmental area would facilitate the formation of flexible associative memory, while the noradrenergic locus coeruleus would facilitate unitized goal-relevant memory. By considering how neuromodulatory systems can support different neural contexts, we aim to explain how motivation enables an adaptive memory system, and in bridging motivation and memory, we aim to offer a framework for insights applicable to education and clinical practice.

Purpose It is important to understand the way in which coaching is being evidenced and utilised in UK education systems. Coaching models and practitioners have been integrated into the UK education system alongside major policy reforms, making their alignment with these initiatives essential for widespread acceptance and shared understanding within the education community. Design/methodology/approach This rapid systematic review examines 22 empirical studies to gain deeper insights into the “who”, “what”, “why”, “where”, “when” and “how” of coaching in UK primary and secondary education. This review and report were guided by the Cochrane guidelines and the standards of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. The databases PsycINFO and Scopus were searched for peer-reviewed records written in English, by October 2022, involving coaching of primary or secondary school educators in the UK. Following study selection, study characteristics and outcomes were tabulated. Quality of evidence was appraised guided by the National Institute of Health and Care Excellence (NICE) quality appraisal checklist and narrative analysis was completed. Findings Recommendations for optimising coaching psychology to better support UK educationalists are discussed, through the lenses of coaching purpose and quality assurance, within the broader context of teacher learning and support. Originality/value This rapid review of evidence is the first to examine research evidence relating to coaching in primary and secondary education settings specifically in the UK.

The elective course Gender and Society is distinctive in its focus on the social construction of gender and its implications for personal, cultural, and political life. Designed to equip students with analytical tools to interrogate stereotypes, gender-based discrimination, and cultural practices, the subject fosters awareness of equality, inclusivity, and rights. This study aimed to enhance the teaching and learning of Gender and Society, a general education elective in Philippine higher education, by developing and validating a contextualized workbook. It also sought to identify common course topics that can be contextualized, document the strategies employed by teachers, examine the challenges they face, and determine the validity of the developed workbook. The research employed a descriptive developmental design, progressing through three stages: planning, development, and validation. The study was conducted in three higher education institutions (HEIs) in Ilocos Sur, Philippines, during the second semester of academic year 2023–2024. Purposive sampling identified two groups of participants. The first group comprised six teachers handling the Gender and Society course, while the second group included seven validators (six social science experts and one visual graphics technical expert). Data were gathered through a researcher-made survey checklist, an interview guide, and a validation instrument adapted from existing studies. Statistical tools, including frequency counts, composite means, and thematic analysis, were employed to analyze the data. The research findings revealed 21 common topics across institutional syllabi suitable for contextualization. Teachers primarily contextualized lessons by integrating students’ experiences, using local examples, and embedding cultural contexts. Challenges included limited access to local resources and difficulties in ensuring cultural relevance. The developed workbook was rated highly valid across five dimensions: adequacy, coherence, appropriateness, usefulness, and contextualization. The study demonstrated that a contextualized workbook can effectively support the delivery of Gender and Society by providing relevant, culturally grounded, and pedagogically sound learning resources. Its development addresses the scarcity of instructional materials for elective GE courses and underscores the importance of contextualization in promoting meaningful student engagement. The validated workbook offers a model for future resource development in Philippine higher education. The findings support the Theory of Contextual Teaching and Learning, which highlights the value of linking academic content to real-life situations. Through the workbook’s reflective and culturally grounded activities, students are encouraged to connect lessons to their personal experiences and social contexts, thereby fostering deeper understanding and more meaningful learning outcomes.