Relevant Education Research Articles

Membangun Manajemen Pendidikan Islam yang Adaptif: Integrasi Nilai Moral dalam Pembentukan Karakter Siswa

This study analyzes the gap between academic achievement and moral character development in Islamic education, focusing on the integration of life values as the foundation for developing theories and practices in Islamic education management. The research employed a library research method, utilizing data sources such as journal articles, books, and relevant research reports. Data collection techniques involved selecting literature based on topic relevance, source credibility, and validity. Data analysis was conducted using analytical and synthetic methods to identify patterns, concepts, and research gaps. The findings reveal significant challenges in Islamic education, including insufficient teacher training, limited value-based curricula, and the impact of globalization and social media, which have contributed to a decline in students' moral values. Although value-based approaches have proven conceptually effective in building students' character, practical implementation continues to face systemic barriers. This study emphasizes the importance of curriculum reform and the development of value-based educational management models that are adaptive to modern needs while maintaining Islamic identity. It provides a robust conceptual foundation for further comprehensive research to create relevant, holistic, and morally-oriented Islamic education systems

Using Therapeutic Play to Increase the Oral Administration Adherence Rate of Preschool Pediatric Inpatients

Oral administration is the most common mode of medical treatment for pediatric patients. Although over 98% of the patients in the targeted pediatric unit require oral medication, the oral administration adherence rate in 2022 was 43.9%. The reasons for this low rate were identified as: (1) no relevant oral administration educational materials, (2) no relevant continued nursing education provided, and (3) lack of assistive tools and feeding aids to help administer oral medication to young children. This project was developed to increase the adherence rate of oral administration of preschool pediatric inpatients in our hospital. The improvement strategies included the design of patient-centered oral medication care guidance leaflets and QR code (quick response code) video links, the development of therapeutic play aids, adding cartoon characters to medicine feeders, and the creation of a "Rescue the Forest" picture book and video and reward stickers. The oral medication adherence rate increased from 43.9% pretest to 91.9% posttest. This project and its positive effect on the rate of oral medication adherence may be referenced by other pediatric units.

Effective Teaching Approaches in Islamic Religious Education Learning

This article analyzes effective teaching approaches and strategies in Islamic Religious Education (PAI) to shape learners' character and morals. This is the first research to explore teaching methods, such as normative, historical, psychological, and contextual approaches, as well as active, problem-based, project, collaborative, and technological learning strategies, especially literature reviews. The aim of this study is to identify and highlight some publications that analyze various approaches and effective teaching strategies in Islamic Religious Education.The research uses a literature review, collecting article from databases such as Google Scholar, ResearchGate, and Scopus. The main results show that contextual approaches and problem-based strategies effectively connect religious theories with students' daily life practices. However, challenges such as time constraints, gaps in theory and practice, and low utilization of technology are still obstacles. The main conclusion is the importance of relevant and adaptive teaching innovations to improve the effectiveness of PAI learning. This article recommends the integration of technology and the preparation of contextualized materials as solutions to these challenges.

A pedagogical approach: toward leveraging mathematical modeling and AI to support integrating humanities into STEM education

This paper examines the transformative potential of integrating humanities into STEM education using interdisciplinary approaches, AI, and Model Eliciting Activities (MEAs). The integration is motivated by the increasing complexity of global challenges, such as climate change, which demand solutions that extend beyond traditional STEM boundaries and incorporate ethical, cultural, and societal considerations. This study profiles a multi-year, NSF-funded project focused on enhancing STEM literacy among underrepresented minority students through agricultural sciences-based MEAs that address key societal challenges in health, energy, urban green spaces, and food security. The paper details the curriculum’s design principles, emphasizing real-world, culturally relevant contexts. Results indicate that while quantitative measures show limited significant changes in interest and motivation, qualitative findings highlight increased student engagement, especially regarding real-world issues. The study underscores the importance of structural and interactional components, such as culturally relevant pedagogy, for successful curriculum implementation. Future research is recommended to explore broader applications of this model across diverse educational settings, aiming to refine interdisciplinary educational frameworks that equip students with technical skills and ethical awareness to navigate societal challenges responsibly. This case study provides a framework for educators seeking to implement interdisciplinary approaches that prepare students to address complex global challenges by integrating technical skills with ethical and cultural understanding.

Collaborative ethnography and teacher re-signification in reinsertion and re-entry programs in Chile: a path of reflection and opening up

In recent decades, Latin American countries have experienced increased enrollment, yet many children and youth remain outside the education system, questioning its relevance. In this context, teachers are called to be aware of and value children and youth’s cultural diversity to harness it as the basis for relevant and transformative education. In this article, we analyse the teachers’ and teacher educators’ reflections about their practices sparked by collaborative ethnography experiences with children and youth in Chilean reinsertion and re-entry programs. In the results, teachers and teacher educators reflect on the value of collaborative ethnographies in mobilising transformative reflections about children and youth as active makers of the social world. We also discuss the openings of this methodological approach to reduce asymmetries between adults, children, and youth and the latter’s role as co-producers of teacher professional development programmes.

Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum

ABSTRACTThis article describes experiences of a literary coach working with a first‐grade teacher to make Pro‐Black culturally relevant pedagogy foundational to the coaching relationship. Responding to the failure of mandated programs to support Black students' literacy proficiency and the success of culturally relevant pedagogies, they addressed the White dominance of a district‐mandated program by revising lessons in Pro‐Black, culturally relevant ways providing classroom examples and implications for literacy coaches.

Computer science identity development among black and latinx males

ABSTRACT Background The growing importance of the science, technology, engineering, and mathematics (STEM) fields, accompanied by the rapid advancement of computer science (CS), has positioned these domains as cornerstones of modern education and the global workforce. That there is underrepresentation of students of colour in these fields, particularly Black and Latinx males, is well-documented, often resulting from deeply rooted systemic and institutional challenges influenced by historical inequities, structural racism, and institutional practices. This underscores a need for better understanding of the development of STEM/CS identities and career interests among these students, in order to overcome barriers and foster their inclusion in twenty-first-century career pathways. Purpose This study aimed to explore the experiences of Black and Latinx male students in one all-male Exploring Computer Science (ECS) class in the United States of America (USA). The goal was to understand how these students begin to develop their STEM/CS identities and career aspirations within the classroom context. Method The research used a qualitative research methodology involving semi-structured interviews with 12 students enrolled on the ECS course. It focused on identifying the pedagogical, familial, and contextual factors that shape students’ identity formation and career interests in STEM and CS. Findings Analysis of the students’ narratives highlighted the importance of culturally relevant pedagogy, teacher support, peer collaboration, and industry role models in fostering STEM/CS identity development. Student autonomy and exposure to relatable guest speakers were also influential in shaping their perceptions and aspirations within these fields. Conclusions Early exposure to STEM/CS through supportive and affirming educational environments can play a critical role in shaping STEM/CS identities and career interests among Black and Latinx students. Implications for educators and policymakers include promoting inclusive pedagogy, early exposure, and meaningful mentorship to support the development of diverse talent in STEM/CS fields.

PENGARUH PENDIDIKAN KARAKTER TERHADAP BERPIKIR KRITIS SISWA DI ERA MASA KINI

This research aims to analyze the relationship between character education and the Z generation’s critical thinking skills in order to become intelligent and characterful individuals to compete globally. This research uses literature analysis methods. The results show that character education involves three main aspects, namely understanding good values, loving good values, and applying good values. Character education is an important element in forming individuals with integrity and noble character. In the digital era, the influence of social media, wide access to information and technology emphasizes the need for more relevant character education. This research examines the role of character education, the challenges faced, and strategies for overcoming them through a holistic approach involving families and society with wise use of technology.

Empowering an Eco-Conscious Generation: Exciting Introduction to Ecoenzyme-Based Halal Detergents

This research aims to introduce the younger generation to sustainable practices through a Service Learning project at SMPN 1 Tanjungsari. The methods used by Service Learning include learning, workshops, waste fermentation practices, eco-enzyme detergent production, as well as community education and reflection to improve students' holistic learning and environmental awareness. The project involved 30 science club students who were taught to make ecoenzyme-based halal detergents from organic waste. Ecoenzyme, the fermentation of organic waste, is an eco-friendly alternative to chemical detergents that damage ecosystems and human health. Through a series of lectures, workshops, and practical activities, students learned about the fermentation process, product formulation, and the importance of halal certification. The project results showed significant improvements in students' environmental awareness and practical skills, effective and biodegradable detergent formulations, and positive impacts on the community through awareness campaigns and organic waste reduction. The project emphasized the importance of practical and culturally relevant environmental education to form sustainable habits among the younger generation.

The Role of Stakeholders in Supporting Student Services in Higher Education in Cambodia

A major policy change was made in 1997 when the Royal Government of Cambodia began to privatize higher education institutions (HEIs). As a result of this reform, there were 189 HEIs in 2024, up significantly from just 8 in the late 1990s. To uphold and ensure the quality of higher education, the Accreditation Committee of Cambodia was established in 2003 as a formal legal mechanism for accreditation. Student Service is essential for improving higher education quality and students’ learning outcomes. Student Services was the fifth of nine standard criteria used to assess the quality of higher education in Cambodia. However, researchers and relevant higher education sectors have not yet shown interest in the student service area in the higher education system in Cambodia. This qualitative research study aims to explore stakeholders involved in supporting student services in higher education in Cambodia. The semi-structured interview was deployed with a purposive sampling of ten key informants from relevant institutions. This interview was in a face-to-face format. The key finding of this research revealed that seven stakeholders support student service in Cambodia's higher education. They are parent ministry, industry and community, development partner, higher education institutions, parent and guardians, religion, and student and alumni. Based on the findings, enhancing and maintaining student service quality requires the involvement of all stakeholders, high commitment, cohesive cooperation, and the upholding of student interests. Particularly, higher education institutions (HEIs) should prioritize creating a supportive environment that facilitates seamless student service processes.

Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices

Information and Communication Technology (ICT) provides digital media innovations to gain Literacy and understanding. In South Sumatra, the potential of local wisdom, such as folklore and traditional songs, highlights the importance of these elements in Ethnopedagogy and cultural preservation. The research provides contributions to both educators and learners. By incooperating ethnopedagogy into the learning materials, it can make teaching practice become more inclusive and enhance literacy in a culturally contextualized manner optimally. Therefore this study aims to enhance students’ English literacy by integrating Ethnopedagogy context throuh learning material, which emphasizes cultural relevance and teaching practices that also reflect students' cultural backgrounds. This study employs a descriptive qualitative methodology to explore the enhancement of English literacy through Ethnopedagogy. Data were collected through a literature review. The qualitative approach facilitated an in-depth analysis of how cultural relevance and effective teaching practices can improve English literacy education. This study investigates the integration of cultural contexts into Literacy Instruction. The study then addresses the role of cultural identity in literacy achievement. The research further explores challenges and solutions in culturally relevant literacy instruction. The findings underscore the significance of incorporating local wisdom and cultural elements in developing effective English literacy programs that resonate with students' cultural backgrounds and enhance their learning experiences.

Local Community Behavior Model in Participatory-Based Sustainable Tourism Development

Sustainable tourism development is one of the main agendas in many countries, including Indonesia. Tourism based on the principle of sustainability provides economic benefits, maintains environmental sustainability, and promotes local cultural values. One of the key factors for the success of sustainable tourism development is support from local communities. Local communities play an important role because they are subjects and objects in tourism development. The involvement of local communities in this process can increase a sense of ownership, active Participation, and compliance with sustainable tourism practices. However, not all local communities have the same behavior in supporting sustainable tourism development. This study aims to find a model of local community behavior in supporting participatory-based sustainable tourism development. The study identifies local community behavior, such as attitudes, social norms, knowledge, and perceptions of benefits in sustainable tourism development through active Participation. This study uses a quantitative approach with Partial Least Square-Structural Equation Modeling (PLS-SEM) analysis techniques. Data were collected through questionnaires from 100 local community respondents in Ranupani Village, Senduro District, Lumajang Regency, East Java Province, Indonesia. The results showed that attitudes and perceptions of benefits had a positive and significant effect on active Participation, while social norms and knowledge did not have a significant effect. Furthermore, active Participation was proven to positively and significantly affect sustainable tourism development. Attitudes and perceptions of benefits also indirectly influenced sustainable tourism development through active Participation. These results indicate the importance of building positive attitudes and increasing perceptions of the benefits of sustainable tourism to encourage active community involvement. Conversely, the low influence of social norms and knowledge requires a more effective approach by strengthening social norms and providing relevant education to the community. This study contributes to developing community behavior theory in sustainable tourism development. Further research is suggested to explore other variables, such as policy or technology support, that can influence active community participation.

‘I knew I was worth more’: Black and Latine pre-service PE teachers’ borderland dwellings and crossings

ABSTRACT Dominant white discourse embedded within physical education (PE) teacher education creates metaphorical borders of whiteness that pre-service PE Teachers of Color come “up against” at predominantly white institutions. Borderland theory is useful to examine the experiences of pre-service Teachers of Color who dwell at, and cross, borders of “difference.” The study explored 10 Black and Latine pre-service teachers’ negotiations of white borders within predominantly white programs. We employed qualitative visual narrative methods using borderland’s trenza (braid), weaving together interviews, visuals, and researcher reflections. The stories evidence how whiteness established borders for participants to “cross,” constructing them as “other.” The duality of marginalization and empowerment represented a borderland location; the pre-service teachers were neither insiders nor outsiders but rather “co-existed” in multiple worlds. The braided landscapes of participants’ cultural critical consciousness highlight the need for culturally relevant pedagogies, along with introspective reflection by PE faculty on embodied, discursive, and material whiteness..

Fantasy Theme Analysis of Lyrical Poetry

This study investigated the rhetorical visions created by popular love songs through the lens of Fantasy Theme Analysis. By examining the interplay of setting, character, and action themes, the study identifies several recurring narratives that offer insights into the cultural, social, and emotional significance of love in contemporary society. The analysis reveals a multifaceted exploration of love, encompassing both its joys and sorrows. Songs explore the ambivalent nature of love, its transformative power, and the challenges and complexities of relationships. Using rhetorical devices and poetic techniques, the songs convey powerful messages and evoke emotional responses in listeners. The findings of this study have implications for language and literature education and broader cultural and social analysis. By examining the rhetorical visions in popular love songs, teachers can develop engaging and relevant teaching strategies that foster critical thinking, cultural awareness, and a deeper understanding of the human experience.

Educators’ Voices Of Culturally Responsive Pedagogy In Elt Context: Revealing The Dominant Characteristics And Praxis

When teaching English in a multicultural setting, culturally responsive pedagogy (CRP) becomes even more important. It promotes diversity by recognizing the impact of students' different backgrounds and experiences on their identities. Teachers can increase student engagement, foster critical thinking, and improve language acquisition by incorporating culturally relevant materials and teaching strategies. This method respects students' cultural backgrounds and enhances their ability to understand and empathize with individuals from diverse backgrounds. The purposes of this mixed-method study with an explanatory design were to 1) find out what English language teachers think are the most important aspects of CRP and 2) find out how they use CRP to keep students interested. The participants (N = 95) are majoring in English from elementary, secondary, and higher education levels. The researchers used an online questionnaire and a semi-structured interview to gather the data from respondents. The researchers analyzed the questionnaire using the adjectival rating of a four-point Likert Scale and analyzed the interview using the verbatim technique. The findings revealed that the dominant key characteristics of CRP were care and empathy. Therefore, the interview results indicated that practicing CRP successfully boosted student engagement since their involvement and motivation appeared as well since teachers were 1) using relevant contexts and examples, 2) incorporating multicultural perspectives, 3) encouraging student-driven material selection, and 4) making personalization of content.

Filsafat Pendidikan Kejuruan: Kontribusinya terhadap Pengembangan Kebijakan Pendidikan Berbasis Kompetensi

The philosophy of vocational education plays a crucial role in supporting the development of competency-based education policies, especially in creating graduates who are ready to face the demands of the world of work. This study uses a literature study method to explore the contribution of the philosophy of vocational education in building relevant, responsive, and equitable education policies. This study identifies several important elements, including the integration of theory and practice, collaboration with the industrial world, and adaptation to the needs of a dynamic labor market. The findings show that the philosophy of vocational education not only supports the development of competency-based curricula but also provides an ethical basis for making educational policy decisions. The results of this study confirm that an approach based on the philosophy of vocational education is able to encourage improvements in the quality of human resources while strengthening global competitiveness. This article recommends the importance of the philosophy of vocational education as a strategic reference in designing vocational education policies, especially in vocational schools, to ensure compliance with the needs of industry and society.

Pengaruh Metode Contextual Teaching and Learning untuk Meningkatkan Kompetensi pada Materi Realitas Sosial (Studi Kasus : Kelas X MAN 1 Jepara)

This research shows that the Contextual Teaching and Learning (CTL) learning model has a positive impact in increasing students' interest and learning outcomes in the Sociology subject in Phase E. CTL allows teachers to connect academic concepts with real life situations, thereby creating a more relevant and relevant learning experience. meaningful for students. This method has proven effective in increasing student engagement and deepening their understanding of the subject matter. However, implementing CTL requires adequate training for teachers to be able to create a learning environment that is inspiring and meets students' needs. Apart from that, developing contextual and relevant teaching materials is an important aspect to support learning that is adaptive to students' needs. This research also opens up opportunities to apply CTL to various subjects and different grade levels, as well as exploring the best strategies to optimize learning outcomes. With these findings, the research makes a practical contribution to teachers and schools, helping to create more innovative and responsive learning approaches. Furthermore, this research also provides a scientific basis for developing curriculum and educational policies that support the wider implementation of contextual learning in the future. This shows that the application of CTL not only supports the achievement of academic goals, but also equips students with critical thinking abilities and relevant life skills.

The Teaching Reform and Innovation Exploration of Wushu Sanda Course in Higher Vocational College

As the country exerts importance on the development and innovation of Chinese excellent traditional culture, more traditional projects are applied in education and teaching. As an important output of training professional talents, higher vocational education colleges should pay more attention to the application of excellent traditional culture in education and teaching. Wushu Sanda is a traditional sport with a long history in China, which is gradually loved and welcomed by young people. It shines in higher vocational physical education curriculum. However, compared with other traditional sports teaching, the Wushu Sanda course in higher vocational colleges has less research, which is in the process of active exploration and development. Moreover, under the impact of traditional teaching forms, it is difficult to develop a more diversified and innovative teaching mode, which is not conducive to the improvement of students’ comprehensive quality. On this basis, this paper will focus on the three major courses of martial arts in higher vocational colleges, start from the significance of martial arts Sanda teaching, and then briefly analyze the practical difficulties encountered in the development process. Finally, it puts forward relevant teaching strategies, aiming at improving the teaching quality and efficiency of martial arts Sanda courses, enhancing teaching effectiveness, and cultivating students’ good physical quality and Sanda skills. Lay a good foundation for the development of students’ comprehensive ability.

Conocimiento y valoraciones sobre los derechos humanos de estudiantes universitarios en Puerto Rico

This article presents the key findings of a study on the knowledge and perceptions of human rights among first-year students at the University of Puerto Rico, Río Piedras campus. This mixed-methods research comprised two phases: a quantitative survey and qualitative focus group discussions. The investigation indicates that the students had varied higher education experiences regarding exposure to human rights education. Moreover, they have limited formal knowledge of these rights, though they are well-acquainted with human rights principles. The students identify the country's situation as a violation of this matter, particularly in relation to the events that unfolded after 2016. They express a willingness to recognize, defend, and advocate for both their own rights and the rights of others. They place significant importance on the right to education and the necessity of human rights education at both the school and university levels. They advocate for relevant and dynamic instruction in these rights, incorporating social networks and information technologies.

Assessing the impact of clinically relevant medicinal chemistry teaching: Learning gains from case study approach

Abstract Considering the unique role of medicinal chemistry in the pharmacists’ formation, in this work we assessed the impact of medicinal chemistry teaching on the interpretation of a clinical situation using statistical and learning gain analysis. Lectures were conducted with or without medicinal chemistry information about the drugs involved, and pre and post-tests were applied. Pharmacy students (n = 35) were divided into two experimental groups (control and test) and presented with a case report selected from literature involving statin-related myopathy when a pre-test was applied. A lecture containing pharmacological information on statins was delivered to the students from the control group. In contrast, the test group received the same information, but medicinal chemistry elements of statins were inserted, and afterward post-test was applied. The scores from the pre-test and post-test were statistically evaluated and used to calculate Cohen’s d, Hake’s, and Dellwo’s G learning gains to compare the performance of the students from both groups. The results showed that students from the test group obtained significantly higher performance in the post-test and higher learning gain values. In summary, medicinal chemistry elements provided important knowledge to unveil the reported clinical situation and to provide skills for adequate drug selection to avoid statin-related myopathy.