Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p<0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p < 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education.

The development of artificial intelligence (AI) technology has led to significant changes in students learning. The increasing use of application platforms such as ChatGPT, Gemini, and Meta AI has demonstrated a shift in learning habits, which now emphasize speed and replace the reflective and collaborative approaches that are characteristic of traditional learning. This study aims to analyze how the use of AI can create new social habits among students in Indonesia and its impact on social values, morals, and the education system. This study uses a descriptive qualitative approach with a literature review through the analysis of various relevant scientific literature, both national and international. The results show that the repeated use of AI will form a digital habitus that emphasizes efficiency and quick results but weakens students' critical and reflective thinking skills. Furthermore, unequal access to technology deepens educational stratification, while the values of academic honesty and social responsibility are beginning to shift. Therefore, education in the AI era must focus on strengthening ethical digital literacy and the formation of a reflective habitus to ensure that technological development remains aligned with humanitarian values, morality, and academic integrity.

ABSTRACT This study investigated the effectiveness of a scaffolded three-phase critical thinking intervention integrating metacognitive development among Indonesian secondary students. Using a convergent parallel mixed-methods design within a transformative paradigm, the 7-week intervention progressed systematically from foundational skill-building through metacognitive development to collaborative application with 41 secondary students (24 males, 17 females) in Central Indonesia. Quantitative measures included the Cornell Critical Thinking Test and Argument Analysis Assessment, complemented by qualitative data from observations, reflective journals, and student artifacts. Results demonstrated significant improvements in critical thinking abilities (d = 1.45), with metacognitive awareness mediating between instructional components and outcomes. While overall performance showed no significant gender differences, distinct patterns emerged in argumentation approaches, with mixed-gender groups demonstrating superior collaborative outcomes. The findings validate the three-phase model while offering evidence-based strategies for developing critical thinking capabilities regardless of prior achievement levels, gender, or cultural background.

The operation of Indonesian schools abroad reflects broader tensions between national identity formation and the cultural forces shaping transnational education. Yet, insufficient attention has been given to how multicultural learning is negotiated in diaspora early childhood settings. This study interrogates the implementation of multicultural education at Sekolah Indonesia Kuala Lumpur (SIKL), examining the mechanisms by which teachers strategically integrate local Malaysian wisdom into the character formation of Indonesian kindergarten students while maintaining core national values. Employing a qualitative case study design, the research draws on participant observation of classroom routines, in-depth interviews with teachers, and systematic document analysis, with data interpreted through the interactive framework of Miles, Huberman, and Saldaña to capture processes of cultural mediation. The findings reveal a pedagogical formation conceptualized as blended habituation, in which teachers function as cultural brokers who mediate the dialectical relationship between Indonesian cultural values and Malaysian local wisdom, navigating nuanced sociocultural differences while enabling the coexistence of Indonesian moral frameworks with Malaysian public norms, such as disciplined queuing and regulated collective silence. These dynamics cultivate a functional hybrid identity aligned with the notion of Cross-Cultural Kids (CCKs), positioning transnational early childhood environments as formative sites for cosmopolitan nationalism and underscoring the imperative for diaspora curricula to move beyond preservation toward deliberate cultural accommodation in fostering adaptive competence.

In recent years, researchers have shown an increased interest in the investigation of visualization-based tasks since they require other cognitive skills and metacognitive beliefs. Less is, however, research examines how these factors simultaneously associate with visualization-based tasks across different educational contexts. This cross-sectional study explored performance on the dice task and its various factors, involving 865 participants in grades 5 and 6 from Indonesian and Hungarian schools. 31 tests (Dice task, word comprehension, numeracy skills, spatial) and an 11-item questionnaire (metacognitive beliefs, attitudes, and daily activity) were employed. We performed t-tests and path analyses. The results revealed that Hungarian students’ performance was higher than that of Indonesian students on dice tasks. Metacognitive beliefs and word comprehension roles for dice task performance seem to be more consistent between the two countries. The association between the dice task and other skills was not consistent across the two countries. Some implications are discussed.

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.

This systematic review aims to identify, categorize, and evaluate the effectiveness of GeoGebra-assisted instructional strategies reported in various published studies in developing mathematical communication skills among Indonesian high school students. Specifically, the review seeks to: (1) identify and categorize the types of GeoGebra-assisted instructional strategies employed by Indonesian teachers; (2) synthesize evidence regarding their effectiveness on students' mathematical communication skills; and (3) analyze implementation challenges and facilitating factors within the Indonesian educational context. Following the PRISMA framework, the study analyzed 20 empirical articles published between 2024 and 2025 which met the preset criteria. The use of Geogebra in the three predominant instructional strategies, such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning, could enhance students' visual, symbolic, and verbal communication skills. The synthesis reveals that GeoGebra's interactive features facilitate mathematical representation and discourse, though implementation faces challenges including infrastructural limitations and varying levels of teacher readiness. Facilitating factors include GeoGebra's accessibility, visual capabilities, and compatibility with collaborative learning approaches. The novelty of this review lies in its focused synthesis of implementation dynamics within the Indonesian context. Practical implications underscore the need for targeted professional development and institutional support to optimize GeoGebra integration. This study contributes an evidence-based framework to guide educators and policymakers in fostering effective, communication-oriented mathematics instruction.

Many Indonesian primary students still experience difficulties in acquiring English vocabulary due to limited practice, low motivation, and the minimal use of technology in classroom instruction. This study focuses on improving fifth-grade students’ vocabulary mastery at SD Negeri 1 Sibangkaja through the implementation of drilling techniques integrated with vocabulary videos. The objectives of the study were to enhance students’ vocabulary mastery and to explore students’ responses toward the use of technology-enhanced drilling techniques. The study employed Classroom Action Research consisting of a preliminary study and two action cycles, each involving planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The results showed a significant improvement in students’ vocabulary mastery across the research cycles, with all students achieving the minimum completion criteria in the second cycle. In addition, students expressed positive responses, increased motivation, and greater engagement in vocabulary learning. The study concludes that integrating drilling techniques with vocabulary videos is an effective and engaging approach to improving elementary students’ vocabulary mastery. Furthermore, this approach offers practical implications for English teachers in designing more engaging, student-centered, and technology-aligned vocabulary instruction, while also contributing empirical evidence to the growing body of research on technology-assisted language learning for young learners.

This study investigates the association between access to improved water and sanitation (WASH) and the academic performance of students in Indonesia, as measured by national examination (UN/EBTANAS) scores in Mathematics, Indonesian, and English. Utilizing pooled cross-sectional data from the Indonesia Family Life Survey (IFLS) waves 1–5, the analysis employs Ordinary Least Squares (OLS) regressions incorporating gender interaction terms and a comprehensive suite of individual, household, and contextual control variables. The empirical results demonstrate that access to improved water and sanitation is positively and significantly associated with higher academic achievement. Notably, the association between improved water access and examination scores is significantly more pronounced for female students, particularly in Mathematics and English. In contrast, improved sanitation exhibits a positive but gender-neutral association across all subjects. The heightened benefits observed for female students may be attributed to a reduction in time burdens associated with domestic water collection and enhanced menstrual hygiene management, both of which serve to mitigate school absenteeism. These findings underscore the critical importance of integrating water and sanitation infrastructure improvements into broader education and gender-equity policies in Indonesia. This study contributes to the existing literature by providing robust, gender-disaggregated evidence of the impact of WASH infrastructure on standardized academic outcomes using longitudinal household survey data.

<p><strong>Context and relevance.</strong> Creative thinking (CT) in mathematics is essential for academic success and is a key component of 21st-century competencies. While there is increasing interest in integrating ethnomathematics with mathematical creative thinking (MCT), research remains limited, particularly in developing and differentiating test items, as well as exploring both test validity and students' abilities. <strong>Objective. </strong>This study aimed to assess of the Mathematical Creative Thinking-Based Ethnomathematics (MCTBE) test in evaluating CT skills among Indonesian students in Grades 7, 8, and 9. <strong>Hypothesis. </strong>(1) The reliability and validity of data fit in MCTBE can be effectively assessed and improved using Rasch models. (2) Certain test items in MCTBE exhibit differential item functioning (DIF) based on gender. (3) MCTBE scores significantly differ by gender and grade level among secondary school students. (4) Specific aspects of MCTBE show significant differences between male and female students across different grade levels.<strong> Methods and materials. </strong>This cross-sectional study was analyzed using the Rasch model. The developed instrument consisted of 20 test items, including both figural and verbal components, based on MCT-ethnomathematics. These items assessed fluency, flexibility, originality, and elaboration. <strong>Results. </strong>The study found that the MCTBE test, which included four tasks, was both valid and reliable according to Rasch analysis. The results indicated that male students outperformed female students, with Grade 9 students achieving the highest scores. While minor differences were observed in fluency and flexibility, no significant differences were found in elaboration and originality. <strong>Conclusions. </strong>The study confirmed the validity and reliability of the MCTBE test and highlighted the importance of assessing students' MCT abilities. These findings are useful for teachers, government, and researchers to enhance mathematics education quality and ensure accurate assessment of students' mathematical abilities.</p>

The interaction of teachers and students in the classroom in the Indonesian Senior High School 2 Baubau Is a research in the study of discourse studies, namely spoken discourse. This study aims to: 1. Describe and explain the structure of the teacher's oral and students in the class in the teaching and learning process, 2. Describe and explain the functions of language in teacher and student acts, 3. Mendeskripikan and explained that spoken discourse particles in teacher and student interactions in the classroom during the teaching and learning process. The research of oral discourse analysis between teachers and students is qualitative research, namely conducting research on the background natural or context from a integrity, the researcher himself or with the help of others to collect the main data. This research is descriptive, because the data collected is in the form of oral speech that occurs when the interaction of the teacher and students in the classroom. This research is also an analysis of the contents which are a research technique to describe the contents of communication that are clearly objective, systematic and qualitative. Data in this study is the verbal speech of teaching and learning interaction in the classroom between teachers and students observed, recorded and recorded and described in the form of text. The data source is three Indonesian teachers and students in class. The analysis of the spoken discourse of teacher interactions and students in the class, regarding what will be analyzed is: 1. The discourse structure in the class to be analyzed using Sinclair and Coultrad theory, there are 21 speech acts according to the structure, 2. The analysis of language functions in spoken discourse interactions using the MAK Haliday and 3 theory. Regarding oral discourse particles using the theory stated by Stubs via Linke, Nussbaumer, Portmann. Data collection techniques using read and proficient techniques. Based on the results of the analysis and discussion, it can be concluded that the interactions of teachers and students in the refer class of the compressive exchange pattern, although the results for oral discourse structure can be seen that teachers still dominate in interacting in the class, students can speak if there is an opportunity given by the teacher or want to convey something. In addition, communicative languages make it easier to deliver information both teachers and students. The characteristics of spoken discourse in class are marked by a context outside the speech of teachers who quite influence their speech meaning such as: place, time, atmosphere, subject, topic, purpose and tone of speech. The form of teacher tongue discourse and students in class is also determined by the language functions used by both teachers and students in general, language functions are used as a communication tool. The results show language function as: 1. Instrumental function, 2. Regulatory function, 3. Representation function, 4. The interaction function, 5. Individual functions, 6. Heuristic and 7 functions. Imaginative functions. Imaginative functions are not discovered during research, because these functions are often used in literary works. Particles are essential in oral interaction, especially during conversation change, in the analysis of teacher and student interactions in the classroom, several particles used by both teachers and students when communicating, these particles are as follows: 1. Tegun form, 2. Forms of reduction in exchange rate, 3. Opening talks, 4. Speaker's cues, 5. Partner cues spoke, 6. Greeting, 7. Greeting, 8. Call, 9. Acceptance and 10. Rejection

In an era when adolescents’ linguistic practices and emotional lives are increasingly mediated by digital platforms, understanding how social media shapes both language learning and psychological wellbeing has become an urgent educational priority. Although prior research has examined social media in EFL contexts and, separately, adolescent mental health, few studies have integrated these dimensions within a single analytical framework, particularly at the junior high school level in Indonesia. Addressing this gap, the present study investigates how digital English exposure through social media mediates the dynamic relationship between motivation to learn English and students’ mental wellbeing. Adopting a descriptive qualitative design, the research involved 220 Indonesian junior high school students, three English teachers, and two psychologists. Data were collected through questionnaires and semi structured interviews and analyzed inductively using thematic analysis. The findings reveal that platforms such as TikTok and Instagram function as dominant motivational spaces by providing authentic input, multimodal engagement, and low-pressure opportunities for incidental learning. At the same time, social media exerts differentiated psychological effects, ranging from emotional relief and confidence building to fatigue and stress depending on patterns of use. Importantly, the study demonstrates a cyclical interrelationship in which positive emotional states reinforce motivation, while motivated engagement enhances wellbeing. By offering empirical evidence from an integrated qualitative framework, this study contributes to interdisciplinary scholarship at the intersection of applied linguistics and educational psychology and provides pedagogical insights for designing digitally responsive and psychologically informed EFL practices in broader global contexts.

Mathematical literacy and numeracy are essential competencies that enable students to solve real-world problems and apply mathematical knowledge meaningfully. Nevertheless, evidence from various assessments indicates that junior high school students in Indonesia still exhibit low levels of mathematical literacy and numeracy. This study aims to explore the underlying causes of these difficulties based on in-depth interviews with teachers and students. The research employed a qualitative descriptive approach and was conducted in three regions of Aceh, Indonesia. Data were collected through semi-structured interviews with junior high school mathematics teachers and students, focusing on learning experiences, instructional practices, and students’ engagement with contextual mathematical problems. The findings reveal several key factors contributing to students’ low mathematical literacy and numeracy. First, students are not familiar with PISA-type problems that require contextual interpretation, reasoning, and problem-solving skills. Second, mathematics instruction tends to emphasize procedural learning and routine exercises rather than conceptual understanding and real-life applications. Third, learning activities provide limited exposure to contextual and meaningful problems that support literacy and numeracy development. These findings indicate that current instructional practices have not sufficiently supported the development of students’ mathematical literacy and numeracy skills. The study underscores the importance of designing learning approaches that promote contextual problem solving and higher-order thinking. Keywords: mathematical literacy, numeracy, PISA-type problems, procedural learning

This study investigates how EFL (English as a Foreign Language) students cope with anxiety during academic listening tasks. Listening anxiety is a common issue among EFL students that may negatively impact on their understanding and performance, especially in academic settings. Using a qualitative research approach, data was gathered through semi-structured interviews with students who had completed academic listening courses at a private university in Central Java. Thematic analysis revealed the occurrence of four main themes: levels of listening anxiety (high, moderate, mild), the role of lecturers (strict or supportive), and coping strategies (cognitive, metacognitive, socio-affective, and spiritual). Students reported experiencing test-related anxiety, misinterpreting audio, and losing focus. To cope, they employed strategies such as prior preparation, mindset shifts, peer support, and prayer. The study highlights the need for both emotional and instructional support to help lower listening anxiety and provides valuable suggestions for teachers to improve students’ listening skills and emotional well-being in EFL classrooms.

Mobile Language Learning Applications (MLLAs) are gaining widespread use in higher education because of the flexible nature of practice opportunities with languages. The majority have easy-to-use interfaces, but few enable long-term engagement, retention, and productive learning. There is much empirical work that isolates usability or outcomes singularly without noting how user experience, motivation, and pedagogy intersect in the mobile environment. This study investigates MLLA user experience among university students in Indonesia using a mixed-methods design. Structural Equation Modelling (SEM) was used to investigate the inter-plays of usability, acceptance, engagement, and retention. Qualitative data provided information about user views and context-based limitations. Findings suggest that while overall MLLAs are usable and widely accepted, they tend to lack instructional intensity and intrinsic motivation support. Motivation and perceived usefulness significantly impact engagement, but redundant repetition, superficial individualization, and minimal interaction reduce retention. With reference to TPACK, FRAME, and SDT, the study highlights learner-centered design featuring effective pedagogy, social interaction, and adaptive functionality as being vital. To transcend surface gamification, MLLAs must support deep, long-term language learning. These results provide actionable recommendations for developers and instructors seeking to optimize mobile language learning by synergizing technology, pedagogy, and learner psychology.

This research paper uncovers psychological and sociological aspects of identity construction by pre-service English teacher students in Indonesia using the Three-Dimensional Narrative Inquiry (TDNI) perspective. By taking a human and social science approach, it explores how teachers' identities are constructed within the adventure of experiencing emotions, establishing connections with others, and adapting to environments. Five preservice English education final-year students were involved in narrative interviews, reflective journals, and contextual observations as part of their School-Based Teaching Practice (SBTP). The data were obtained through semi-structured interviews, reflective journals, and shadow observations. They were thematically analyzed in relation to the dimensions of interaction (social inter-relating), continuity (apparent development), and situation (challenging context). Results suggest that taking on a teaching identity is a non-linear iterative process influenced by emotional transformation, emotionally supportive relationships with mentors and students, and the ability to reconcile contextual constraints, including school rules and student diversity. This paper is a testament to how SBTP served as a transformative “place” where pedagogical beliefs, self-efficacy, and professional values were negotiated and internalized. The findings highlight the importance of integrating structured reflection and mentoring into SBTP to support identity formation. This study enriches the literature of teacher identity by drawing on narrative inquiry, educational psychology, and sociological analysis in a local EFL teaching practicum context, which provides a specific contribution to broader debates in the human and social sciences about professional identity formation, emotional growth, and transformative learning.

ABSTRACT In low- and middle-income countries, structural poverty continues to shape educational pathways and outcomes. Adverse Childhood Experiences (ACEs), often exacerbated by socioeconomic vulnerability, are linked to long-term psychological and academic challenges. This study examines the indirect relationship between ACEs and student engagement in the context of Indonesian higher education, with self-esteem and sense of belonging proposed as mediating variables. Drawing on a cross-sectional survey of 796 university students from diverse institutions across Indonesia, data were analyzed using serial mediation models (Smart PLS 4). The results reveal that ACEs significantly reduce self-esteem (β = –0.04, p < 0.01) but have no direct effect on emotional engagement (β = –0.02, p > 0.05) or sense of belonging (β = 0.01, p > 0.05). However, self-esteem positively predicts engagement (β = 0.30, p < 0.01), and a significant indirect pathway is identified via self-esteem and belonging (β = 0.010, p < 0.05). These findings suggest that psychological sequelae of childhood adversity may hinder students’ capacity to engage meaningfully in higher education, even in the absence of direct institutional exclusion. The study underscores the urgency for universities in developing contexts to adopt proactive psychosocial support mechanisms – particularly for students with histories of adversity – to foster inclusion, resilience, and equitable learning outcomes.

Satisfaction and intention to use AI tools among Indonesian university students in Sumatra

Introduction: Physical Education (PE) is essential for promoting holistic development in junior high school students, including physical fitness and social-emotional skills such as collaboration. Traditional teacher-centered approaches often limit student engagement, emphasizing the need for innovative pedagogical strategies. Objective: This study aimed to develop and evaluate the effectiveness of a game-based learning model in improving physical fitness and collaborative behaviors among junior high school students. Methodology: A Research and Development design following the ADDIE model was implemented and validated by five experts in PE and educational media. Effectiveness testing employed a quasi-experimental pretest–posttest control group design involving 73 students in the experimental group and 79 in the control group. Physical fitness was assessed with the Indonesian Student Fitness Test (TKSI), while collaboration was measured using a Likert-scale instrument. Results: The experimental group showed significant improvements in physical fitness (Mpost = 19.42, SD = 2.37) and collaboration (Mpost = 41.05, SD = 3.08) compared to the control group (Mpost = 14.16, SD = 0.78; 34.23, SD = 3.38). Independent samples t-tests confirmed statistically significant differences: physical fitness t(150) = 18.650, p &lt; 0.001; collaboration t(150) = 12.983, p &lt; 0.001. Conclusions: Game-based learning effectively enhances physical fitness and strengthens collaborative behaviors, offering an innovative and contextually relevant strategy for PE that promotes engagement, teamwork, and positive social interaction among junior high school students.

As a multi-ethnic country, Indonesia will always face the challenge of social distance amongst its ethnicities. The multicultural setting has made each ethnicity possessing a different culture. This means that each ethnicity does not only perceive itself differently but also has a different perception towards the others. Such diversities made each ethnicity has its own ‘life world’. ‘Life world’ includes religious cultural traditions, collective memories, relation forms, and solidarity values inheritance. One of the most common discussed social distance issues is between Indonesian Chinese (Tionghoa) and non-Indonesian Chinese. Previous studies noted the relation between social distance with ethnic identification. Ethnic identification consequently is attached with ethnic socialisation. However, the high ethnic awareness does not automatically produce ethnic bias. The circumstance resulted due to cross-cutting affiliation. Our research focuses on such issues. This study was conducted in Jakarta and Surabaya due to the multi-ethnicities’ nature of the two cities. We employ confirmatory quantitative method as our research method in examining ethnic socialisation, social distance, and cross-cutting affiliation. We have 266 respondents (68.8% female and 31.2% male) who are Indonesian Chinese students and 18-23 years old for this research. Our research reveals the negative impacts of ethnic socialisation towards social distance as well as the role cross-cutting affiliation as moderator variable. The Indonesian Chinese youth respondents in this research show significant social distance towards non-Indonesian Chinese ethnicities. Such notable social distance resulted from the negative impacts of their ethnic socialisation experience. The most distinguished element from ethnic socialisation is cultural socialisation. The existence of cross cutting affiliation can lessen the negative impacts.