Education and Learning

Sugeng Susilo Adi, Putu Dian Danayanti Degeng, Hasbullah Isnaeni, Dian Novita Dewi

Classroom management is a central concern in teacher education across Southeast Asia, where large class sizes, linguistic diversity, and varying resource availability create complex teaching environments. While theoretical frameworks ranging from behaviorist to constructivist and inclusive models are widely taught in pre-service programs, bridging these theories to practice remains a persistent challenge. This article presents the BRONE (Brawijaya Online Learning) initiative from Indonesia as a model of digital innovation that addresses this theory practice divide. Through a library research approach, the study analyzes instructional materials including syllabi, modules, and learning videos developed for a Classroom Management course under the BRONE 2025 program. Anchored in Seels and Richey’s educational technology framework and the TPACK model, the findings reveal that BRONE systematically integrates design, development, utilization, and evaluation to operationalize theoretical knowledge in authentic, practice-oriented learning tasks. Key features include classroom observation projects, reflective practice prompts, culturally embedded concepts such as love-based classroom management, and video-based simulations. These elements not only contextualize global theories within Indonesian classrooms but also provide transferable insights for other Southeast Asian contexts facing similar challenges. The article argues that BRONE exemplifies how digital platforms can create authentic learning environments that foster professional readiness, inclusivity, and reflective competence in pre-service teachers. By situating Indonesian innovation within the Asia-Pacific discourse, this study contributes to regional and global debates on how teacher education can reimagine the integration of theory and practice in the digital era.

Education and Learning

Nur Hikma A Aman, Ruslin Ruslin, Hijrah Syam

Developing speaking skills remains a challenge for EFL learners, particularly in pronunciation and fluency, which often show limited improvement under conventional instruction. This study aimed to examine the effectiveness of Digital Storytelling (DST) in supporting students’ speaking skills in a secondary school context. A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 55 eleventh-grade students at SMAN 4 Palu divided into an experimental group (n = 31) and a control group (n = 24). Data were collected through speaking pre-tests and post-tests and analyzed using descriptive statistics and paired-samples t-tests. The results showed that both groups improved in speaking performance. The experimental group improved in pronunciation from 57.61 to 70.16 and in fluency from 57.03 to 71.16, while the control group improved in pronunciation from 62.00 to 77.87 and in fluency from 63.33 to 81.66. A paired-samples t-test based on the combined scores of all participants revealed a statistically significant difference between pre-test and post-test results (t = 23.242, p < 0.001), indicating overall improvement after the instructional treatment. These findings suggest that DST can be considered a useful complementary strategy for enhancing students’ speaking skills through meaningful practice and multimodal engagement, although the results should be interpreted cautiously due to the limited sample size and the absence of random assignment.

Education and Learning

Myrane Joy Liclican, Maria Angelica Ganuelas, Marc Jhon Laurence Castillo, Rica Natarte, Estella Cayabyab, Oscar Ancheta Jr.

Teaching is a vital part of attaining knowledge; however, academic recognition also contributes to the performance of a teacher. This study investigated the teaching effectiveness of Bachelor of Elementary Education (BEEd) pre-service teachers, in relates to academic recognition.This study used a quantitative research design, specifically, descriptive-correlation research design. Respondents were 16 randomly selected from the population of 4th year BEEd students accommodating an equal number of with and without academic recognitions. Data were gathered through document analyzation of GPA scores and direct observation of teaching with a standardized evaluation form focused on essential teaching competencies.The study used an evaluation tool that measured the different domains of teaching effectiveness and descriptive statistics and the Chi-Square Test were used to test for the significance of academic status and teaching effectiveness. The result revealed that there is no connection between academic recognition and teaching effectiveness. This implies that simply academic recognition doesn’t affect the teaching effectiveness of BEEd pre-service teachers.

Education and Learning

Septian Dwi Prasetyo, Aniek Rahmaniah

Museums remain underutilized as learning resources in Indonesian secondary schools, limiting students’ exposure to authentic local historical knowledge. This study examined the effectiveness of optimizing museum functions as a learning resource in history education at MAN 1 Kota Probolinggo, focusing on how museum-based learning supports motivation, knowledge acquisition, and student participation. Using a qualitative descriptive design complemented by supporting quantitative indicators, the research involved one history teacher, the school principal, and 20 Grade X students selected through purposive sampling as information-rich cases. Data were collected through interviews, classroom and museum observations, document analysis, and pre- and post-tests, which served as supplementary not definitive indicators of learning enhancement. The findings show increased student engagement during museum activities, with richer explanations and more detailed historical descriptions emerging in oral presentations and written reports. Although post-test scores showed a 45% increase in correct responses, these results must be interpreted cautiously because the assessments were not rigorously validated. Qualitative evidence from observations and interviews consistently indicated improvements in curiosity, collaborative behavior, and contextual understanding of local history. Given the small sample, single-site context, and absence of control or comparison groups, conclusions cannot be generalized. Future research should involve multiple schools or districts, employ validated assessment tools, and integrate longitudinal or mixed-method designs to determine the sustainability and broader applicability of museum-based learning.

Education and Learning

Moh. Wahyu, Muhammad Irfan Mufti

The rapid rollout of Indonesia’s Kurikulum Merdeka has posed significant implementation challenges at the school level, particularly in areas lacking adequate resources and policy comprehension. Senior High School 7, Palu City, as one of the early adopters in Central Sulawesi, reflects this broader national trend. This study aims to examine the implementation of Kurikulum Merdeka at SMA Negeri 7 Palu using Van Meter and Van Horn’s policy implementation model. A qualitative descriptive approach was employed, with data collected through interviews, observations, and document analysis involving 12 informants, including teachers, administrators, and local education officials. Findings reveal that while the school has formally adopted the curriculum, key indicators such as policy standards, resource availability, and inter-agency communication remain underdeveloped. Many teachers reported limited understanding of the curriculum’s structure, and the learning infrastructure was found to be below the required standard. On the other hand, community and parental support were consistently strong. In conclusion, although the school exhibits foundational readiness, systemic constraints continue to hinder full implementation. Targeted capacity development and improved coordination are essential to realize the curriculum’s intended goals. Additionally, the discussion section has been strengthened by incorporating international literature, such as Fullan (2015), Darling-Hammond et al. (2020), Hargreaves & O’Connor (2018), and OECD (2022), to provide a broader comparative perspective on curriculum reform and implementation practices.

Education and Learning