Journal La Edusci

The Effect of Integrating the Claim–Evidence–Reasoning Framework into the Argument-Driven Inquiry Model on Students’ Scientific Argumentation Skills and Green Chemistry Learning Outcomes

2026-08-05T10:29:06+07:00

This study aimed to describe the level and improvement of students’ scientific argumentation skills and learning outcomes and to examine the effect of integrating the Claim–Evidence–Reasoning (CER) framework into the Argument-Driven Inquiry (ADI) learning model in green chemistry. A quasi-experimental method with a nonequivalent pretest–posttest control group design was employed. The participants were 60 Grade X students at SMAN 13 Makassar, comprising 30 students in the experimental class taught using CER-integrated ADI and 30 students in the control class taught using ADI without explicit CER integration. Data were collected through a scientific argumentation essay test and a multiple-choice learning-outcome test. The data were analyzed using descriptive statistics, N-Gain, an independent-samples t-test, and the Mann–Whitney U test. The experimental class obtained a higher scientific argumentation posttest mean than the control class (51.10 vs. 48.07), with N-Gain scores of 0.70 and 0.64, respectively, both categorized as moderate. The experimental class also achieved higher percentages in claim, evidence, and reasoning. For learning outcomes, the experimental class obtained a higher posttest mean (12.40 vs. 11.63), although the N-Gain scores were similar and categorized as moderate (0.55 vs. 0.56). Significant differences were found in scientific argumentation skills (t = −3.410, p = 0.001) and learning outcomes (U = 310.500, p = 0.035). Therefore, CER-integrated ADI significantly supported students’ scientific argumentation skills and learning outcomes in green chemistry.

Narrative-Based Curriculum Design for Christian Religious Education among Generation Z: A Strategy for Spiritual Value Internalization

2026-08-05T10:30:11+07:00

Digital transformation has significantly reshaped the learning characteristics of Generation Z, directly impacting the effectiveness of Christian Religious Education (CRE). This study aims to develop a narrative-based CRE curriculum model integrated with digital media to support holistic faith formation. The research employs a qualitative approach with a case study design conducted at the Youth Fellowship of the Indonesian Baptist Church of Helvetia, involving 10 respondents. Data were collected through semi-structured interviews, observation, and documentation, and analyzed using thematic analysis. The findings reveal four key themes: (1) mismatch of conventional teaching methods, (2) dominance of visual and digital learning preferences, (3) gap between doctrinal content and lived experience, and (4) effectiveness of narrative approaches in enhancing reflection and value internalization. This study proposes a narrative-based CRE curriculum model integrating cognitive, affective, and experiential dimensions. The novelty lies in the simultaneous integration of narrative pedagogy, digital culture, and spiritual formation within a unified pedagogical framework.

The Effectiveness of Wordwall on English Tense Mastery and Learning Motivation

2026-08-05T10:30:56+07:00

This study investigates the effectiveness of Digital Game-Based Learning (DGBL) in improving students’ grammar mastery in English as a Foreign Language (EFL) context. The integration of digital games into language instruction has gained increasing attention as an innovative pedagogical approach that promotes interactive, engaging, and student-centered learning environments. This research employed a quasi-experimental design with a non-equivalent control group involving two intact classes of tenth-grade students. The experimental group received grammar instruction through Wordwall-based DGBL activities, while the control group was taught using conventional teaching methods. Data were collected through pre-tests and post-tests to measure students’ grammar achievement. The results were analyzed using statistical procedures to determine the effectiveness of the treatment. The findings indicate that students in the experimental group showed significantly higher improvement in grammar performance compared to those in the control group. This suggests that the implementation of DGBL, particularly through Wordwall, can effectively enhance students’ understanding and retention of grammatical structures. Furthermore, the study highlights that DGBL not only improves cognitive outcomes but also increases students’ motivation and engagement in learning English. Therefore, it is recommended that English teachers integrate digital game-based platforms into classroom instruction to create more interactive and meaningful learning experiences.

Development of a Metal Craft Learning Package Based on Local Ornamental Motifs for Extracurricular Students

2026-08-05T10:31:46+07:00

This study aimed to develop and evaluate a metal craft learning package based on local ornamental motifs for students participating in extracurricular visual arts activities at SMK Negeri 2 Makassar. The study employed a Research and Development approach adapted from the Borg and Gall model and organized into three phases: needs analysis, product development, and evaluation. The learning package consisted of a teacher’s guidebook, student handbook, metal craft textbook, presentation media, and student creativity assessment instrument. The participants were 32 extracurricular students. Data were collected through observations, interviews, expert-validation questionnaires, student-response questionnaires, creativity assessments, and documentation. Quantitative data were analyzed descriptively using mean scores and a five-point conversion scale, while qualitative data were analyzed through classification, interpretation, and conclusion drawing. The material expert validation produced an overall mean score of 4.31, while the media expert validation obtained 4.23, both categorized as excellent. The one-to-one, small-group, and large-group trials yielded overall mean scores of 4.55, 4.43, and 4.45, respectively, indicating a high level of practicality. Observations and participant responses showed that the visual examples, step-by-step procedures, and local motif illustrations helped students understand design development, repoussé techniques, and artwork-finishing stages more systematically. In the large-group trial, the mean student creativity score reached 84, exceeding the Minimum Mastery Criterion of 75. These findings indicate that the developed learning package met the criteria of validity, practicality, and effectiveness and was suitable for supporting local culture-based metal craft learning in extracurricular activities.

Dormitory-Based Experiential English Immersion and Proficiency Outcomes Among Maritime Cadets

2026-08-05T10:32:44+07:00

This study evaluated whether the DREAM (Dormitory for Real English Acquisition and Mastery) Dormitory, an experiential English immersion program at the Merchant Marine Polytechnic of Makassar (PIP Makassar), improved maritime cadets’ English proficiency. Grounded in experiential learning theory, the program requires cadets to use English in structured and informal daily activities. A quantitative one-group pre-test–post-test pre-experimental design was applied. Participants were first-year male cadets residing in Dormitory C2, and a TOEIC prediction test measuring listening, reading, speaking, and writing was administered before and after participation in the program. A total of 179 cadets were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test, with Cohen’s d computed as the effect size. The results showed that the mean total TOEIC score increased significantly from 646.37 (SD = 223.12) to 816.90 (SD = 228.42), a mean gain of 170.53 points, t(178) = 11.13, p < .001, with a large effect size (d = 0.83). All four skills improved significantly, with reading, writing, and listening showing moderate effects and speaking the smallest gain. Improvement was observed in 80.4% of cadets, and intermediate-level cadets gained the most. The findings indicate that experiential, dormitory-based English immersion was associated with meaningful proficiency gains in a maritime education setting, supporting continued institutional investment in structured immersion environments.

Regeneration of Pesantren Educational Ideas: A Study of the Alumni Network of Daar el-Qolam Islamic Boarding School

2026-08-06T10:20:37+07:00

Pesantren as the oldest Islamic educational institution in Indonesia faces the challenge of modernity that demands reform without losing its traditional identity. K.H. Ahmad Rifa’i Arief pioneered an integrative pesantren education model through Daar el-Qolam Islamic Boarding School that combines tradition and modernity. The urgency of this research lies in the importance of understanding the mechanism of pesantren educational idea regeneration so that its sustainability is maintained amid changing times. This study aims to analyze the process of regenerating pesantren educational ideas through the role of Daar el-Qolam alumni in Lebak Regency. The research method used a qualitative approach with a case study design. Data were collected through in-depth interviews, document studies, and observations of nine alumni pesantren as well as the JAMDAL and KAL communities. The data analysis technique followed the Miles and Huberman interactive model. The results showed that idea regeneration takes place through three main mechanisms: (1) internalization of values and a cadre formation system at Daar el-Qolam as the epicenter of ideas; (2) replication and adaptation of the educational model by alumni in establishing new pesantren; and (3) the formation of mutually supportive pesantren networks and ecosystems. These findings demonstrate that alumni not only reproduce the educational model but also become agents of transformation who safeguard the dignity and identity of pesantren at the community level. The conclusion is that successful idea regeneration requires synergy among the parent pesantren, alumni, and the community in a sustainable tripartite symbiosis.

The Effectiveness of the E-Book-Assisted Inquiry and Discovery Learning Model on the Critical Thinking

2026-08-06T13:25:42+07:00

This study aims to determine the effectiveness of the Inquiry and Discovery Learning learning models assisted by e-books on the critical thinking skills of fifth-grade elementary school students. This study uses a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research subjects consisted of three groups, namely the class using the Inquiry model, the class using the Discovery Learning model, and the control class using conventional learning. Data collection techniques were carried out through critical thinking ability tests. Data were analyzed using normality tests, homogeneity tests, and hypothesis testing using ANOVA. The results showed that the data were normally distributed and homogeneous. Hypothesis testing showed significant differences between the three groups, with a significance value <0.05. The Inquiry learning model has a higher effectiveness than Discovery Learning, but both models are proven to be more effective than conventional learning in improving students' critical thinking skills. The use of e-books as a learning medium also makes a positive contribution in increasing student motivation and involvement in the learning process. Based on the results of the study, it can be concluded that the Inquiry and Discovery Learning learning models assisted by e-books are effective in improving elementary school students' critical thinking skills. Therefore, teachers are advised to implement innovative learning models supported by technology to improve the quality of learning.

Strengthening Character Education through Multicultural Values-Based Civic Education (PPKn) to Promote Students’ Tolerance

2026-08-06T13:25:40+07:00

This study examines the role of multicultural values-based Civic Education (PPKn) in strengthening character education and promoting students’ tolerance. Grounded in the growing concern over declining tolerance among students in diverse societies, the research adopts a qualitative case study approach to explore how values are integrated and internalized within classroom practices. Data were collected through in-depth interviews, classroom observations, and document analysis involving PPKn teachers and students in a secondary school setting. The findings reveal that the implementation of multicultural values in PPKn is carried out through interactive and student-centered learning strategies, such as group discussions, case-based learning, and reflective activities, which encourage students to engage with diversity meaningfully. These practices contribute to the strengthening of character education by fostering values such as respect, empathy, responsibility, and social awareness. Furthermore, the study finds that students’ tolerance develops through continuous exposure to inclusive classroom environments, dialogic interactions, and collaborative learning experiences that promote mutual understanding and appreciation of differences. Teachers play a crucial role as facilitators and role models in guiding students toward positive attitudes and behaviors. The study concludes that multicultural values-based PPKn is an effective approach to integrating cognitive, affective, and behavioral dimensions of learning, thereby enhancing both character formation and tolerance among students. This research contributes to the discourse on character education and multicultural learning by highlighting the importance of contextual and value-oriented pedagogical practices in fostering inclusive and harmonious social relationships.