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

Faiqotul Himmah, Dwi Masdi Widada

This study investigates the use of the acrostic technique to support fourth-grade students at MI Almaarif 08 Watugede Singosari in writing creative poetry. Using a qualitative descriptive approach, data were obtained through interviews, classroom observations, and analysis of student poems. A descriptive rubric assessed three aspects: structural accuracy, lexical richness, and thematic coherence. Results showed that about 80% of students successfully applied the acrostic structure, 70% improved vocabulary use, and roughly half maintained thematic unity. Two-thirds refined their poems through revision, showing growing awareness of diction and rhythm. The technique effectively increased motivation and guided creativity, though challenges persisted in sustaining coherence and depth. As the study involved only 25 students from one school, findings are context-specific rather than generalizable. Future research should examine broader applications of the acrostic method, including its integration with digital and collaborative learning to enhance young learners’ fluency and expressive writing.

Education and Learning

Nurul Farida, Zuhairi Zuhairi

The weakening of character education in contemporary settings has prompted a renewed search for pedagogical models rooted in divine guidance. Amid the growing need for values-based child development, the Qur’an offers comprehensive educational principles often underutilized in modern practice. This study explores Qur’anic methods of Islamic child education, focusing on Surah Al-Ahzab and Surah Luqman, using qualitative content analysis through library research. The analysis identified four core educational methods: exemplary conduct (uswah ḥasanah, QS. 33:21), wise counsel (mau‘izhah ḥasanah, QS. 31:13–15), constructive dialogue (mujādalah, QS. 16:125), and measured discipline (al-‘iqāb, QS. 16:126). These methods were examined through classical and contemporary tafsir, including works by Quraish Shihab, Hamka, and Ibn Kathir. The findings show that each approach plays a distinct role in moral and spiritual formation, where advice and role modeling are primary, and discipline is reserved as a last resort. This study concludes that Qur’anic pedagogical models offer a holistic and ethical foundation for Islamic child education and are highly relevant to modern educational challenges. Furthermore, the findings contribute to the development of early childhood education knowledge by highlighting the importance of integrating spiritual values, ethical guidance, and character formation into early learning frameworks, ensuring a balanced growth of cognitive, emotional, and moral dimensions.

Education and Learning