IGI in Education Insight (IGI Educ. Ins.) | IGI Education IGI in Education Insight (IGI Educ. Ins.) is a peer-reviewed academic journal published by Inspiretech Global Insight. The journal is dedicated to advancing scholarly discourse and disseminating high-quality research in the field of education at local, national, and international levels. IGI in Education Insight serves as an open platform for researchers, educators, practitioners, and policymakers to share original research articles, conceptual papers, and review studies that contribute to the development of educational theory, practice, and policy. The journal emphasizes innovation, critical inquiry, and evidence-based approaches to address contemporary challenges in education. The journal welcomes manuscripts that explore a wide range of educational topics, including but not limited to teaching and learning innovation, curriculum and instruction, educational technology and digital learning, assessment and evaluation, teacher education and professional development, educational psychology, inclusive and special education, physical education and sport pedagogy, educational policy and management, as well as character education and 21st-century skills. IGI in Education Insight particularly encourages interdisciplinary studies that intersect education with related fields such as health, psychology, sociology, and technology, fostering integrative perspectives and holistic solutions to educational issues. By maintaining rigorous peer-review standards and ethical publication practices, IGI in Education Insight aims to become a reputable source of knowledge that supports academic excellence and meaningful impact in the global education community. Journal title IGI in Education Insight Cover Focus & Scope Teaching and Learning Innovation; Curriculum and Instruction; Educational Technology and Digital Learning; Assessment and Evaluation; Teacher Education and Professional Development; Educational Psychology; Inclusive and Special Education; Physical Education and Sport Pedagogy; Educational Policy and Management; Character Education and 21st-Century Skills. Abbreviation IGI Educ. Ins. Publisher INSPIRETECH GLOBAL INSIGHT Language English (Prefered); Indonesian Frequency 4 issues per year: January 18 | April 18 | Juli 18 | November 18 DOI Prefix 10.53905/edu by Crossref Online ISSN 3124-6753 Chief Editor Assoc. Prof. Dr. Molli Wahyuni, S.Si., M.Pd Citation Analysis Google Scholar | Dimension Indexing Copernicus | Google Scholar | Crossref | Garuda Index
Physical Education as a Context for Psychosocial Development: A Systematic Review of Emotional, Social, and Behavioral Outcomes
Background & Purpose: Physical education (PE) is the only curricular subject that engages nearly all school-aged children in structured movement, and it is increasingly promoted internationally as a setting for whole-child development rather than for physical outcomes alone. Yet evidence on its emotional, social, and behavioral effects is dispersed across pedagogical models, study designs, and world regions, and syntheses have tended to treat single domains or single models in isolation. This review synthesizes the international evidence on the psychosocial outcomes associated with participation in PE among children and adolescents, and identifies the pedagogical and contextual conditions under which favorable outcomes are more likely. Materials for Analysis: A systematic review was conducted and reported in accordance with PRISMA 2020. Peer-reviewed studies published between January 2011 and July 2025 were sought in MEDLINE/PubMed, Scopus, Web of Science, SPORTDiscus, ERIC, and PsycINFO, supplemented by backward and forward citation searching. Eligible studies examined curricular PE with school-aged participants (5–18 years) and reported at least one emotional, social, or behavioral outcome. Records were screened in duplicate; methodological quality was appraised with the Mixed Methods Appraisal Tool (MMAT, 2018); and findings were combined using a theory-informed narrative and thematic synthesis. Meta-analysis was not undertaken because of substantial clinical and methodological heterogeneity. Results: The synthesis indicates consistent, generally small-to-moderate associations between PE participation and improved emotional (self-perception, enjoyment, resilience, psychological well-being), social (cooperation, peer relationships, prosocial behavior), and behavioral (engagement, responsibility, on-task conduct) outcomes. Effects were markedly stronger for model-based, deliberately structured PE—particularly the Teaching Personal and Social Responsibility model and cooperative learning—than for conventional, activity-focused delivery. Outcomes were moderated by intervention duration, implementation fidelity, teacher preparation, educational level, and sex. The evidence base is concentrated in a small number of high-income countries, relies on short interventions and self-report instruments, and is limited by inconsistent measurement and weak follow-up. Conclusions: PE can function as a credible context for psychosocial development, but the benefit is conditional on how PE is taught rather than on exposure to PE as such. Realizing these outcomes at scale requires intentional pedagogy, adequate dosage, teacher professional learning, and standardized, culturally validated measurement. The overall certainty of the evidence is low to moderate.
Character Education and 21st-Century Skills
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
Social Media Language Trends and Formal Writing Competence in Indonesian: A Systematic Literature Review
Purpose of the study: The rapid diffusion of social media has reshaped everyday language practices among Indonesian users, raising persistent pedagogical and sociolinguistic concerns about the erosion of formal writing competence in bahasa Indonesia baku. This systematic literature review synthesises empirical and theoretical evidence to determine (a) what social-media language trends have been identified in Indonesian contexts, (b) how these trends affect formal writing competence, (c) which competence sub-skills are most affected, (d) what positive and negative effects have been reported, and (e) which factors moderate the relationship between social-media language use and formal writing competence. Materials for Analysis: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, a structured electronic search was conducted across Scopus, Web of Science, ERIC, DOAJ, Garuda (Garba Rujukan Digital), and Google Scholar for records published between January 2012 and June 2026. After de-duplication, title–abstract screening, and full-text eligibility assessment against predefined inclusion and exclusion criteria, thirty studies were retained. Data were extracted using a standardised coding sheet and synthesised through a thematic narrative approach organised around the five research questions. Results: The reviewed corpus documents a stable inventory of trends—slang (bahasa gaul), Indonesian–English code-mixing and code-switching, abbreviations and acronyms, non-standard affixation, orthographic play, and emoji use—concentrated on Instagram, TikTok, X (Twitter), and WhatsApp. The predominant, though not unanimous, finding is a negative association between habitual informal-digital language use and formal writing accuracy, most visibly in spelling (ejaan), punctuation, capitalisation, prepositions, affixation, and standard diction. Effects are bidirectional: alongside error transfer and register confusion, studies report vocabulary expansion, creativity, and writing fluency. Moderating variables—use intensity, digital literacy, register awareness, self-regulation, and cultural awareness—are frequently named but almost never statistically tested. Conclusions: Social-media language exerts a conditional rather than deterministic influence on formal Indonesian writing, with the direction of the effect contingent on measurement and design. The absence of true moderation testing constitutes the field's principal methodological gap and its clearest avenue for future confirmatory research.
Technology-Enhanced Learning in Taekwondo Education: A PRISMA-Based Systematic Review
Purpose of the study: Taekwondo instruction has traditionally relied on subjective, instructor-mediated evaluation of technique. Over the past decade, artificial intelligence (AI), virtual and augmented reality (VR/AR), wearable sensors, and e-learning platforms have increasingly been applied to taekwondo teaching, coaching, and skill assessment. This systematic review aimed to map and critically synthesize the empirical evidence on technology-enhanced learning (TEL) in taekwondo education, addressing publication trends, technology types, learning outcomes, research methods/pedagogical frameworks, and research gaps. Materials and methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement, a systematic electronic search was conducted across Scopus, PubMed/MEDLINE, IEEE Xplore, Web of Science, and ERIC (2015–July 2026), supplemented by the Consensus academic meta-search engine (indexing Semantic Scholar, PubMed, and Scopus records). The search combined the term "taekwondo" with technology-related keywords (e.g., "artificial intelligence," "virtual reality," "augmented reality," "wearable sensor," "e-learning," "pose estimation," "gamification"). Of 196 records identified, 142 remained after de-duplication; 44 underwent full-text review, and 16 empirical studies met the eligibility criteria and were included in the qualitative synthesis. Results: Included studies were published between 2021 and 2026, predominantly in engineering/computing and sport-science journals from East and South Asia. Artificial-intelligence and computer-vision applications (pose estimation, graph convolutional networks, CNN–LSTM hybrids) dominated the literature (11/16 studies), followed by virtual reality (2), augmented reality (1), wearable sensors/IoT (2), multimedia video-based learning (1), and LMS/flipped-classroom platforms (1). No study specifically examined gamification in taekwondo. Reported learning outcomes were overwhelmingly psychomotor (technique-recognition accuracy, scoring precision), with comparatively limited evidence on cognitive, affective, and long-term engagement/motivation outcomes. Most studies used single-group technical validation or cross-sectional designs; only three employed a comparison/control condition, and only one was explicitly anchored in a pedagogical or psychological framework (cognitive absorption. Conclusions: Technology-enhanced learning shows consistent, technically robust potential to make taekwondo skill assessment more objective, accessible, and motivating, but the evidence base remains dominated by engineering-oriented proof-of-concept studies rather than pedagogically grounded, outcome-controlled educational research. Future work should prioritize theory-driven instructional design, longitudinal and comparative trials, standardized outcome measures across cognitive/psychomotor/affective domains, and broader geographic and skill-level representation.
Educational Technology and Digital Learning
Physical Literacy in Elementary School Physical Education: A Systematic Review of Teaching Models and Student Development
Purpose of the study: Physical literacy (PL) has been positioned internationally as a foundational goal of quality physical education (PE), yet its translation into concrete pedagogical models for elementary school settings remains fragmented across national curricula and research traditions. This systematic review aimed to synthesise evidence on (a) the dominant teaching models used to cultivate PL in elementary school PE, (b) their documented effects on students' physical, cognitive, affective, and social development, (c) how PL is conceptualised and assessed, and (d) the barriers, enablers, and methodological gaps that shape the field. Materials and methods: Following the PRISMA 2020 framework, a systematic search was conducted in Scopus, Web of Science, and PubMed for peer-reviewed studies published between January 2015 and July 2026. Boolean strings combined terms for physical literacy, teaching/pedagogical models, and elementary/primary school physical education. After de-duplication and two-stage screening (title/abstract and full text) against pre-specified eligibility criteria, 46 studies were retained for narrative and thematic synthesis; methodological quality was appraised using design-appropriate checklists (Mixed Methods Appraisal Tool for empirical studies and AMSTAR-2 for reviews). Results: Included studies originated predominantly from Canada, Indonesia, Spain, the United States, Slovakia, South Korea, and Australia, using quasi-experimental, mixed-methods, qualitative, and instrument-development designs. Five clusters of teaching models emerged: (1) physical-literacy-enriched pedagogy grounded in Whitehead's holistic framework, (2) game-centred approaches (Teaching Games for Understanding and Sport Education, alone or combined), (3) movement-integrated/cross-curricular instruction, (4) game- and play-based models rooted in local or traditional games, and (5) collaborative/team-teaching configurations involving generalist and specialist teachers. Across models, physical competence and motor skill outcomes were the most consistently improved, whereas cognitive and social-affective domains were addressed less systematically and yielded more heterogeneous effects. PL assessment remained fragmented, dominated by physical-domain instruments, with limited validated tools for the cognitive and affective domains in children under 12 years. Key barriers included limited teacher training, ambiguous curricular operationalisation, assessment burden, and short intervention durations; enablers included professional development, co-teaching, autonomy-supportive and play-based pedagogy, and administrative support. Conclusions: The evidence base supports physical-literacy-oriented pedagogy as a promising, holistic reform in elementary PE, but the field is constrained by conceptual heterogeneity, short-term quasi-experimental designs, and uneven attention to non-physical developmental domains. Sustained, theory-driven, and cross-culturally validated research is needed to consolidate PL as an evidence-based pedagogical standard in global primary education.
Copyright (c) 2026 Herli Pardilla, Syamsuyurnita, Andi Nur Abady, Muhammad Isnandar, Willette Nance, Velorine Gordichev (Author) https://creativecommons.org/licenses/by-sa/4.0
Feedback Literacy through Peer Feedback: Exploring Critical Thinking and Analytical Writing Quality in Secondary EFL Classrooms
Purpose of the study: Critical thinking is central to producing well-reasoned argumentative writing, yet many English as a Foreign Language (EFL) learners struggle to analyze issues, evaluate evidence, and justify claims when composing analytical exposition texts. This study aimed to examine how peer feedback, as an instructional strategy, contributes to the development of eleventh-grade students' critical thinking skills and writing quality in analytical exposition texts, and to identify the challenges students encounter when engaging in peer feedback. Materials and methods: A qualitative descriptive design was employed, involving 30 eleventh-grade students from a public senior high school in Lamongan, East Java, Indonesia, implementing the Merdeka Curriculum. Data were collected through semi-structured interviews with 20 purposively selected students, classroom observation, and document analysis of students' analytical exposition drafts and final texts produced after peer feedback sessions. Students' texts were scored using an analytic rubric adapted from Irwan et al. (2018), covering organization, content, language use, and mechanics. Data were analyzed thematically following the interactive model of Miles et al. (2014), consisting of data reduction, data display, and conclusion drawing/verification, supported by member checking and triangulation across data sources. Results: Students reported cognitive, linguistic, and affective challenges in providing peer feedback, including difficulty understanding peers' arguments, limited English proficiency, uncertainty in judging argument strength, and fear of offending classmates. Following peer feedback implementation, students' analytical exposition texts were distributed across four achievement levels: Excellent (44-52; n = 8), Good (35-43; n = 5), Fair (26-34; n = 4), and Poor (13-25; n = 3). Higher-scoring texts demonstrated stronger thesis clarity, coherent argument development, and more effective use of academic language, whereas lower-scoring texts showed weak organization and limited analytical depth. Conclusions: Peer feedback is a pedagogically valuable, though cognitively and emotionally demanding, strategy for developing eleventh graders' critical thinking and writing quality in analytical exposition texts. Its effectiveness depends on structured scaffolding, explicit training in feedback literacy, and a supportive classroom climate. These findings offer practical implications for EFL writing instruction under student-centered curricula such as the Merdeka Curriculum.
Teacher Education and Professional Development
Copyright (c) 2026 Alvina Reza Fernanda, Esti Kurniasih (Author) https://creativecommons.org/licenses/by-sa/4.0
Practice-Based Training and Collaborative Mentoring Enhance Adaptive Physical Education Competencies for Inclusive Teaching: Evidence from Indonesian Physical Education Teachers
Purpose of the study: This study aimed to evaluate the effectiveness of a practice-based training and collaborative mentoring program in enhancing adaptive physical education competencies among Physical Education, Sports, and Health (PJOK) teachers to support inclusive teaching practice. Materials and methods: A practice-based professional development program was implemented involving 32 junior and senior high school PJOK teachers participating in the Subject Teacher Forum (MGMP) in Karo Regency, Indonesia. The intervention integrated needs assessment, conceptual workshops, adaptive game modification, lesson-plan development, microteaching, reflective mentoring, and collaborative discussions. Program effectiveness was evaluated using a one-group pretest–posttest approach through knowledge assessments, adaptive teaching-plan evaluations, structured microteaching observations, and participant satisfaction questionnaires. Quantitative data were analyzed descriptively using percentage scores and normalized gain (N-gain), while qualitative reflections were analyzed thematically. Results: The findings demonstrated substantial improvements in teachers' adaptive physical education competencies following the intervention. Mean knowledge scores increased from 58.28 to 84.84, with an N-gain of 0.64, indicating moderate-to-high learning improvement. The quality of adaptive teaching plans improved from an average score of 60.16 to 86.41, while microteaching performance achieved a mean score of 3.42 (Good category). Furthermore, 90.63% of participants reported that the program was highly relevant to their instructional needs. The most notable improvements were observed in teachers' abilities to modify learning objectives, instructional strategies, equipment, learning environments, assessment methods, and classroom participation to accommodate diverse learner needs. Conclusions: Practice-based training combined with collaborative mentoring effectively strengthened teachers' readiness and adaptive pedagogical competencies for inclusive physical education. The findings suggest that experiential professional development embedded within teacher learning communities can bridge the gap between inclusive education policies and classroom implementation. Sustaining this approach through continuous MGMP-based professional learning communities may contribute to the long-term implementation of inclusive physical education in mainstream schools.
Copyright (c) 2026 Gita Nurgaya Br Tarigan, Wulandari Putri Legenda, Aidilla Pratiwi Siregar, Arsi Zahiri, M. Fadlin Al-Farhan's (Author) https://creativecommons.org/licenses/by-sa/4.0
Instructional Media Innovation: A Web-Based Digital Dictionary for Karate Terminology
Introduction: The integration of karate as a competitive sport and physical education discipline in higher education curricula presents significant pedagogical challenges, particularly in the domain of specialised Japanese-origin terminology. Students in physical education programmes frequently encounter difficulties in comprehending, correctly pronouncing, and applying karate-specific vocabulary, which impedes their overall learning progression and technical skill acquisition. Purpose of the study: This study aimed to develop, validate, and evaluate the feasibility of a web-based digital dictionary for karate terminology as an innovative instructional media tool for undergraduate students enrolled in physical education programmes. Materials and Methods: An educational Research and Development (R&D) methodology was employed using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation). Participants comprised 30 undergraduate students from the Physical Education Study Programme at Sekolah Tinggi Olahraga dan Kesehatan Bina Guna, Indonesia, and two expert validators (one karate content expert; one instructional media expert). Data were collected using structured Likert-scale questionnaires and analysed through percentage-based feasibility assessment. Results: Expert validation yielded feasibility scores of 87.5% for content validity and 90.0% for media design quality, both classified as "Very Feasible." Student response assessments from small-group (n = 10) and large-group (n = 30) trials yielded mean percentage scores of 84.2% and 87.6%, respectively, both categorised as "Very Feasible." The overall composite feasibility score was 87.3%. Conclusions: The web-based digital dictionary for karate terminology demonstrated high feasibility as an instructional media innovation. The product effectively supports undergraduate students’ comprehension of karate terminology and is recommended for systematic integration into physical education curricula.
Copyright (c) 2026 Rudiyanto, Aidilla Pratiwi Siregar, M.Fadlin Al-Farhan's, Intan Permata Sari br Saragih, Enggellina Gori (Author) https://creativecommons.org/licenses/by-sa/4.0
Advancing Teacher Professional Education in Physical Education: Wearable Technology for Sports Learning in the Digital Era of Generation Z and Alpha
Introduction: The rapid technological advancement in the 21st century has fundamentally transformed educational landscapes, particularly in physical education (PE) where traditional teaching methods are being challenged by the digital nativity of Generation Z and Alpha students. These generations, characterized by their intrinsic relationship with technology, require innovative pedagogical approaches that leverage digital tools for enhanced learning experiences. Purpose of the study: This research investigates the effectiveness of integrating wearable technology into physical education teacher professional development programs, specifically examining its impact on pre-service teachers' competencies and their ability to engage Generation Z and Alpha learners in the digital era. Materials and methods: A mixed-methods study was conducted with 120 pre-service teachers enrolled in the Teacher Professional Education Program (PPG) at Universitas Negeri Malang, Indonesia. Participants were divided into experimental (n=60) and control groups (n=60). The experimental group received comprehensive training in wearable technology integration, including fitness trackers, heart rate monitors, and motion sensors, while the control group followed traditional PE pedagogy. Data collection involved pre- and post-intervention assessments, teaching competency evaluations, student engagement measurements, and qualitative interviews. Results: Statistical analysis revealed significant improvements in the experimental group across multiple dimensions. Pre-service teachers demonstrated enhanced technological pedagogical content knowledge (TPACK) scores (M=4.23, SD=0.52 vs. M=3.41, SD=0.48; p<0.001), improved student engagement rates (78.4% vs. 61.2%; p<0.01), and increased confidence in teaching Generation Z and Alpha students (M=4.15, SD=0.61 vs. M=3.28, SD=0.73; p<0.001). Wearable technology integration showed positive correlations with enhanced motor skill assessment accuracy (r=0.742, p<0.001) and personalized learning delivery (r=0.689, p<0.001). Conclusions: The integration of wearable technology in PE teacher professional education significantly enhances teaching competencies and preparedness for Generation Z and Alpha learners. The findings support the transformation of traditional teacher preparation programs to include technology-enhanced pedagogical approaches that align with contemporary learning preferences and digital nativity characteristics.
Copyright (c) 2026 Surya Adi Saputra, Anton Komaini (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementasi Media Visual Terpersonalisasi (Personal Photograph) untuk Meningkatkan Penguasaan Kosakata Bahasa Inggris pada Siswa Autis
Purpose of the study: Students with Autism Spectrum Disorder (ASD) face significant challenges in learning English vocabulary due to limitations in communication abilities, social interaction, and abstract information processing. This Community Service activity aims to improve English vocabulary mastery of students with special needs through the implementation of Personal Photograph learning media at SLBN Autis North Sumatra. Methodology: The program was implemented in three main stages: preparation (needs observation, teacher interviews, material preparation, and collection of students' personal photographs), implementation (socialization, training, learning activities, and mentoring), and evaluation (pre-test, post-test, observation, and questionnaire). The activity involved 20 students as active participants. Results: Results showed an increase in students' average vocabulary scores from 52.4 in the pre-test to 78.6 in the post-test, representing a 50.0% improvement. Student participation rate during the activity reached 90%, while teacher satisfaction with the program reached 92%. These findings indicate that the use of Personal Photograph media can significantly improve learning motivation, attention, and vocabulary retention in students with ASD. Conclusions: This media is considered practical, contextual, and potentially applicable on a sustainable basis in special education school settings. This program provides a tangible contribution to the development of inclusive and adaptive learning strategies for special education teachers.
Copyright (c) 2026 Elisa Haddina, Rudiyanto, Syahrul Efendi Lubis, Nadhira Yasmine Ahmad, Ricki Asi Erwindo Siahaan (Author) https://creativecommons.org/licenses/by-sa/4.0
Sprint–Agility Imbalance in Female Youth Volleyball Athletes Sports School: A Cross-Sectional Fitness Profile of Strength, Endurance, Speed, and Change-of-Direction Performance
Purpose of the study: This study profiled the physical fitness of female volleyball athletes enrolled at the Riau Specialized Sports School, Indonesia, with emphasis on upper-body muscular strength, aerobic endurance, linear sprint speed, and change-of-direction agility. Materials and methods: A cross-sectional descriptive design was used. All eight female volleyball athletes available in the school program were recruited through total-population sampling. The test battery comprised an upper-body strength test, a 15-min track-running test, a 50-m sprint, and a 6 × 10-m shuttle run. Scores were classified using the normative categories adopted by the original school-based assessment protocol. Because individual raw scores were not retained in the source dataset, the analysis was restricted to frequencies, percentages, and the reported composite score. Results: Upper-body strength was classified as fair in six athletes (75.0%) and poor in two (25.0%). Aerobic endurance was fair in seven athletes (87.5%) and poor in one (12.5%). All athletes were placed in the highest category for the 50-m sprint, whereas shuttle-run agility was poor in six athletes (75.0%) and fair in two (25.0%). The reported composite fitness score was 4.93, corresponding to the fair/moderate category. Two-sided exact binomial tests against a 50% good-or-higher benchmark were significant for all four components (Holm-adjusted p = .0313); sprint speed was above the benchmark, whereas strength, endurance, and agility were below it. Conclusions: The athletes demonstrated a markedly uneven physical profile: linear sprint performance was strong, but agility, upper-body strength, and endurance were insufficiently developed for balanced volleyball preparation. Training should prioritize progressive change-of-direction, aerobic-conditioning, and resistance-training interventions while preserving speed qualities. The findings are exploratory because of the small single-site sample, absent participant anthropometrics, and reliance on categorical rather than raw performance data.
Copyright (c) 2026 Silvi Rosmalevia, Raffly Henjilito (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Artificial Intelligence in Higher Education: A Systematic Literature Review of Learning Effectiveness and Ethical Issues
Purpose of the study: This study systematically reviews the use of artificial intelligence (AI) in higher education, focusing on learning effectiveness and ethical issues associated with AI integration. The review aims to examine how AI technologies influence student learning outcomes, identify ethical challenges emerging from AI adoption, and determine the factors moderating the effectiveness of AI in educational settings. Materials and methods: A systematic literature review following PRISMA guidelines was conducted using peer-reviewed studies indexed in Scopus and Web of Science between 2018 and 2024. The search process identified 5,419 records, of which 47 studies met the inclusion criteria for final analysis. Data were analysed using narrative synthesis and thematic analysis supported by NVivo software. Results: The findings reveal that AI contributes positively to personalised learning, academic performance, student engagement, and feedback efficiency when supported by appropriate pedagogical design and institutional readiness. AI applications such as intelligent tutoring systems, learning analytics, chatbots, and generative AI tools demonstrated significant potential to enhance teaching and learning processes. However, the review also identified substantial ethical concerns, including algorithmic bias, academic integrity violations, data privacy risks, lack of transparency, and unequal access to AI technologies. Three major moderating factors influencing AI effectiveness were institutional digital readiness, faculty AI literacy, and the maturity of ethical governance frameworks. Conclusions: AI offers transformative opportunities for higher education, but its implementation must be accompanied by strong ethical governance, transparent institutional policies, and adequate educator preparation. Universities should prioritise responsible AI integration to maximise educational benefits while minimising ethical risks. Future research should investigate long-term educational impacts and expand evidence from underrepresented regions and educational contexts.
Integrating Footwork-Based Training into the Junior High School Physical Education Curriculum: An Experimental Study on Forehand Drive Accuracy in Table Tennis
Purpose: This study investigated the effect of a structured footwork-based training (FBT) programme, systematically integrated into the junior high school physical education (PE) curriculum, on the forehand drive accuracy of adolescent table tennis players. Specifically, the study sought to determine whether an eight-week FBT intervention produced statistically significant improvements in forehand drive accuracy compared with a conventional teaching approach. Materials and Methods: A randomised controlled experimental design with pre-test and post-test measurements was employed. A total of 60 male and female students (aged 13–15 years) enrolled in compulsory PE classes at selected junior high schools in Medan City, North Sumatra, Indonesia, were recruited and randomly assigned to either an experimental group (EG, n = 30) or a control group (CG, n = 30). The EG received an eight-week FBT intervention (three sessions per week, 90 min each), while the CG continued with the standard PE curriculum. Forehand drive accuracy was assessed using the validated Backboard Test for Table Tennis adapted to the Indonesian school context, yielding scores on a 20-point scale. Data normality was confirmed via the Shapiro–Wilk test; between- and within-group differences were evaluated using paired-samples t-tests and independent-samples t-tests, with effect sizes reported as Cohen's d. Results: The EG demonstrated a statistically significant improvement in forehand drive accuracy from pre-test (M = 10.47, SD = 1.82) to post-test (M = 15.93, SD = 1.67), t(29) = 18.43, p < .001, Cohen's d = 3.14, representing a large effect. The CG exhibited a marginal and non-significant gain (pre: M = 10.53, SD = 1.79; post: M = 11.17, SD = 1.88, p = .092). The between-group post-test comparison revealed a significant difference favouring the EG (t(58) = 11.74, p < .001, d = 2.94). The FBT programme accounted for approximately 52% of the variance in post-test accuracy scores. Conclusions: Footwork-based training, when purposefully embedded within the PE curriculum, substantially enhances forehand drive accuracy among junior high school table tennis learners. These findings support the theoretical premise that movement efficiency is a foundational prerequisite for stroke proficiency and provide actionable evidence for PE curriculum designers, school coaches, and sport pedagogists. Future studies should extend the intervention period, incorporate female-stratified analyses, and explore contextual moderators such as prior sport experience and motor proficiency.
Copyright (c) 2026 Adelia Tri Septiana Sirait, Indah Indriyani Hutabarat, Keleo Setrika Sinaga, Lola Andriani Siregar, Samsudin Siregar (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Command Teaching Style in Improving Chest Pass and Bounce Pass Skills in Basketball Learning: A Systematic Literature Review
Purpose of the study: This systematic literature review aims to critically examine and synthesize the existing empirical evidence on the effectiveness of the command teaching style in improving chest pass and bounce pass skills within basketball learning contexts. The study seeks to determine the extent to which teacher-directed, command-based instructional approaches contribute to motor skill acquisition among learners across diverse educational and training settings. Materials and methods: A systematic search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Three major electronic databases—Scopus, Web of Science, and PubMed—were searched from January 2014 to December 2024 using predefined Boolean search strings. After applying inclusion and exclusion criteria and conducting quality assessment using the PRISMA checklist, a total of 18 studies met the eligibility requirements and were included in the final synthesis. Results: The findings reveal that the command teaching style demonstrates significant positive effects on the acquisition and refinement of chest pass and bounce pass techniques, particularly among novice learners in structured educational environments. Studies consistently reported improvements in passing accuracy, technique conformity, and biomechanical execution. However, the effectiveness varies across age groups, skill levels, and cultural-educational contexts. Comparative analyses indicate that while the command style excels in foundational skill development, its long-term retention effects and transfer to game-play situations remain insufficiently explored. Conclusions: The command teaching style constitutes an effective pedagogical approach for initial basketball passing skill acquisition, particularly the chest pass and bounce pass. Nevertheless, its exclusive application without integration of student-centered strategies may limit higher-order tactical understanding and intrinsic motivation. Future research should employ longitudinal and mixed-methods designs to evaluate sustained skill retention, motivational outcomes, and cross-cultural applicability of this instructional approach.
Copyright (c) 2026 Nur Kholilah Harahap, Muhammad Irfan, Novita Sari Silalahi, Dedi Sanro Siahaan, Rapdo Jenyu Situmorang, Alayya Salsabil Farhah , Ryan Jupiter Simanjuntak, Kuswidiyanto Sitanggang (Author) https://creativecommons.org/licenses/by-sa/4.0
Teaching Competence of Physical Education Teachers in Junior High Schools: A Cross-Sectional Study in Nias, Indonesia
Purpose of the study: This study aimed to evaluate the pedagogical competence of Physical Education, Sports, and Health (PJOK) teachers in junior high schools in Hiliserangkai District, Nias Regency, Indonesia, and to examine competence levels across eight pedagogical dimensions prescribed by national teacher competency standards. Materials and methods: A quantitative cross-sectional survey design was employed involving all PJOK teachers (N = 5) from four public junior high schools through total sampling. Data were collected using a validated 85-item pedagogical competence questionnaire covering eight dimensions: understanding student characteristics, mastery of learning theories and instructional principles, curriculum development, educational learning activities, student potential development, communication with students, assessment and evaluation, and utilization of assessment results. Content validity was established through expert judgment (S-CVI/Ave = 0.96), and internal consistency reliability was confirmed using Cronbach’s alpha (α = 0.93). Data were analyzed using descriptive statistics, competence index calculations, percentage distributions, and 95% confidence intervals with IBM SPSS Statistics 26. Results: The overall pedagogical competence index reached 89.7%, indicating a “Very Good” level of competence. The highest competence scores were observed in utilization of assessment results (94.8%), assessment and evaluation (94.0%), and communication with students (92.8%). The lowest scores were found in understanding student characteristics (82.8%) and curriculum development (83.2%), although both remained within the “Very Good” category. Six of the eight dimensions were consistently rated “Very Good” across all participants, while limited variation was observed in student characteristics and curriculum development. Conclusions: PJOK teachers in Hiliserangkai District demonstrated strong pedagogical competence despite teaching in a geographically remote setting. Nevertheless, targeted professional development focusing on curriculum adaptation and understanding student diversity is recommended to further enhance instructional quality and sustain educational improvement in rural schools.
Copyright (c) 2026 Iradat Lidwina Mendrofa, Samsuddin Siregar (Author) https://creativecommons.org/licenses/by-sa/4.0
Development and Validation of Canva-Based Interactive PowerPoint Media for Hot Beverage Instruction in Culinary Vocational Education
The accelerating digitalization of education has emerged as a defining global issue, fundamentally transforming pedagogical paradigms across primary, secondary, and tertiary learning environments. In the era of Industry 4.0 and Education 5.0, educational institutions worldwide are under increasing pressure to integrate innovative digital technologies that enhance instructional quality, foster learner autonomy, and develop future-ready competencies. This transformation is particularly significant in Technical and Vocational Education and Training (TVET), where educational effectiveness depends not only on conceptual understanding but also on the successful integration of practical, industry-relevant skill development. Across both developed and developing nations, vocational education systems are increasingly challenged to modernize instructional strategies in response to evolving workforce demands, technological advancements, and student preferences for flexible, interactive, and multimedia-rich learning environments. Within vocational secondary education, especially in culinary and hospitality training, instructional delivery remains heavily dependent on conventional methods such as teacher-centered lectures, static PowerPoint presentations, textbooks, and printed modules. While these approaches may provide foundational knowledge, they often fail to adequately engage contemporary learners, who increasingly favor visually stimulating, interactive, and self-paced educational experiences. This pedagogical mismatch may hinder learner motivation, reduce cognitive engagement, and constrain skill acquisition, particularly in procedural subjects requiring sequential understanding and practical application, such as hot beverage preparation. Consequently, the modernization of vocational instructional media has become an urgent educational priority globally. Extensive international literature has consistently emphasized the pedagogical value of interactive multimedia in improving educational outcomes. Studies indicate that multimedia-based instructional designs can significantly enhance student motivation, academic performance, retention, and learner satisfaction by integrating multimodal elements such as text, animation, audio, video, gamification, and nonlinear navigation. Theoretical frameworks such as Mayer’s Cognitive Theory of Multimedia Learning further support the integration of interactive digital resources, suggesting that appropriately designed multimedia can optimize cognitive processing by reducing extraneous load and enhancing meaningful learning
Copyright (c) 2026 Dita Ayu Wulandari, Sri Handajani , Febriani Lukitasari , Hidayatun Muyasyaroh (Author) https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Blended Learning for Higher Education: A Systematic Literature Review (2020–2025)
Purpose of the study: This systematic literature review investigates the integration of Artificial Intelligence (AI) technologies within blended learning environments in higher education institutions globally, published between 2020 and 2025. The study aims to synthesize empirical evidence on AI-enhanced blended learning models, identify prevalent AI tools and pedagogical approaches, evaluate learning outcomes, and map research trends, challenges, and future directions. Materials and methods: Following the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search was conducted across five major academic databases: Scopus, Web of Science (WoS), ERIC, IEEE Xplore, and Google Scholar. Search terms combined AI-related terminology with blended learning and higher education concepts. Studies published between January 2020 and March 2025, written in English, employing empirical or quasi-experimental designs, and focusing on tertiary education were included. After rigorous screening and quality assessment using the Mixed Methods Appraisal Tool (MMAT), 47 studies met the inclusion criteria and were subjected to thematic synthesis and descriptive analysis. Results: The analysis of 47 eligible studies revealed six dominant AI application categories in blended learning: intelligent tutoring systems (ITS) (27.7%), natural language processing and chatbots (23.4%), adaptive learning platforms (21.3%), AI-driven learning analytics (14.9%), AI-based assessment tools (8.5%), and generative AI tools (4.3%). The majority of studies reported statistically significant improvements in academic performance (85.1%), learner engagement (78.7%), and personalized learning experiences (72.3%). Key challenges identified include algorithmic bias, data privacy concerns, insufficient instructor AI literacy, and inequitable digital access. Conclusions: AI integration in blended learning environments demonstrates significant promise in enhancing pedagogical effectiveness and learner outcomes in higher education. However, sustainable and equitable deployment requires robust ethical frameworks, targeted professional development for educators, and inclusive institutional policies. Future research should prioritize longitudinal studies and cross-cultural comparative analyses.
Copyright (c) 2026 Florine Hoogers, Christian Thüring, Jakob Michels (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Sports Massage on Physiological Recovery Parameters among Undergraduate Students: A Systematic Literature Review
Purpose of the study: This systematic literature review aims to evaluate the effectiveness of sports massage interventions on physiological recovery parameters among undergraduate students engaged in physical activities and sports training. Materials and methods: A systematic search was conducted across four electronic databases (PubMed, Scopus, Web of Science, and Google Scholar) from January 2015 to December 2024. Studies examining sports massage effects on physiological recovery markers in undergraduate students were included. The PRISMA guidelines were followed for study selection and data extraction. Quality assessment was performed using the PEDro scale for randomized controlled trials and the Newcastle-Ottawa Scale for observational studies. Results: Fifteen studies met the inclusion criteria, encompassing 847 undergraduate student participants (mean age: 20.8 ± 2.3 years). Sports massage interventions demonstrated significant improvements in multiple physiological parameters: reduced muscle soreness (standardized mean difference [SMD] = -1.24; 95% CI: -1.67 to -0.81), decreased blood lactate concentration (SMD = -0.89; 95% CI: -1.23 to -0.55), improved heart rate recovery (SMD = 0.76; 95% CI: 0.43 to 1.09), enhanced range of motion (SMD = 1.12; 95% CI: 0.78 to 1.46), and accelerated muscle strength recovery (SMD = 0.68; 95% CI: 0.34 to 1.02). Massage duration of 15-30 minutes showed optimal effects, with Swedish and sports-specific massage techniques demonstrating superior outcomes. Conclusions: Sports massage represents an effective non-pharmacological intervention for enhancing physiological recovery in undergraduate student athletes. The evidence supports its integration into training and competition protocols to optimize performance and reduce injury risk. Future research should investigate long-term effects and comparative effectiveness of different massage modalities.
PKBM Pelita Riau Communication Planning in Improving Positive Image of Nonformal Education
Purpose of the study: Nonformal education institutions, particularly Pusat Kegiatan Belajar Masyarakat (PKBM), face persistent challenges in public perception due to negative stereotypes, inadequate governmental support, and limited infrastructure. PKBM Pelita Riau, located in Pekanbaru, Riau Province, Indonesia, represents a case study in how strategic communication planning can address these image deficits and enhance the positive standing of nonformal education in the community. This study aimed to describe and analyze the communication planning process employed by PKBM Pelita Riau in improving its positive image, encompassing five key stages: research, planning, execution, measurement/evaluation, and reporting. Materials and methods: A qualitative descriptive approach was adopted. Data were collected through in-depth interviews, observation, and documentation involving the head of PKBM Pelita Riau, active tutors for Packages A, B, and C, and community members. Data validity was ensured through triangulation techniques, and analysis followed data reduction and conclusion-drawing procedures. Results: Findings revealed a five-stage communication planning framework at PKBM Pelita Riau: (1) Problem identification including negative community perceptions and low government participation; (2) Strategic planning with socialization activities such as mobile reading gardens and educational film screenings; (3) Execution through both direct and media-based community communication; (4) Evaluation to minimize identified problems; and (5) Reporting as a basis for future program development. Conclusions: PKBM Pelita Riau demonstrates that structured, multi-stage communication planning can meaningfully improve community perception of nonformal education. However, sustained improvement requires increased governmental participation and resource allocation.
Improving Numeracy Skills in Children Aged 4-5 Years Through Dough Play Activities: A Classroom Action Research
Purpose of the study: Numeracy is a foundational cognitive skill for young children that underpins subsequent academic achievement. However, conventional rote-based instruction methods have proven ineffective in fostering genuine number sense in early childhood settings. Purpose: This study aimed to investigate whether dough play activities could improve the numeracy skills of 4–5-year-old children at TK Al-Muhadjirin 2, East Bekasi, Indonesia. Materials and methods: A Classroom Action Research (CAR) design was employed across two cycles (10 sessions total), involving 12 children aged 4–5 years. Numeracy performance was assessed using structured observation instruments covering number concept, number symbol recognition, number sequencing, number matching, number-to-object correspondence, and numeral writing. Data were analyzed using percentage calculations and qualitative thematic analysis. Results: Mean numeracy scores improved from 54% (pre-intervention) to 74% at end of Cycle I, and to 82% at end of Cycle II, exceeding the predetermined success threshold of 71%. All 12 participants demonstrated measurable improvement across all assessed numeracy indicators. Conclusions: Dough play activities constitute a developmentally appropriate, multisensory pedagogical intervention that significantly enhances numeracy competence in early childhood. The tactile-kinesthetic engagement afforded by dough manipulation supports concrete understanding of number concepts, facilitating the transition from enactive to symbolic mathematical reasoning.
The Role of Stok Bina Guna Students in Socializing the Physical Education Study Program for Progress Sport in Medan City 2025
Purpose of the study: Activity devotion public This aim for increase understanding Medan City community about the role of the Physical Education Study Program in coaching exercise, improve interest generation young to education physical and sports, as well as build synergy between college tall sport with sports stakeholders in Medan City to support progress performance sport area. Materials and methods: Activity implemented through approach participatory with involving students of the Physical Education, Health and Recreation Study Program, STOK Bina Guna as agent socialization. The method used covering socialization interactive in schools middle, clinic sports, coaching workshops coach young, and collaboration with KONI Medan City. Activities implemented during sixmonth from March to August 2025, with involving 15 schools medium and 250 participants from circles students, teachers, and coaches young. Results: Activity socialization succeed increase understanding participant about importance education physical by 78% based on pre-test and post-test results. A total of 142 students state interest for continue education to field sports, and intertwined cooperation with 8 clubs sport local for coaching programs sustainable. STOK Bina Guna students also succeeded identified 67 seeds athlete recommended potential for coaching continued. Conclusions: STOK Bina Guna students have role strategic in socialization of the Physical Education Study Program and contributing significant to progress sports in Medan City. Activities This prove that collaboration between college tall sports, schools, and organizations sport local can become an effective model for increase quality coaching sport Regional. Program sustainability is needed with regular support from local governments and relevant stakeholders.
Teacher Efforts to Overcome Students' Learning Difficulties in Islamic Religious Education
Purpose of the study: This study investigates the efforts of Islamic Religious Education (IRE) teachers to overcome students' learning difficulties at SMP Negeri 1 Pekanbaru, Riau Province, Indonesia. Despite teacher efforts, persistent symptoms of learning difficulties—including slow task completion, low academic achievement among ostensibly active students, and difficulty comprehending instructional material—motivated systematic investigation of applied pedagogical strategies. Materials and methods: A qualitative descriptive research design was employed. The study involved three IRE teachers as key informants, supplemented by the school principal, vice-principal for student affairs, and counseling teachers as supporting informants. Data were collected through structured interviews, participatory observation, and documentation. Interactive model data analysis (Miles & Huberman) encompassed data reduction, data display, and conclusion drawing/verification. Results: Of fourteen identified teacher-effort indicators, five were consistently well-implemented: (1) reviewing students' personal records, (2) evaluating student assignments to monitor development, (3) identifying learning difficulty cases, (4) organizing instructional materials systematically, and (5) administering remedial programmes. Nine remaining indicators were partially implemented, including home visits, comparative progress monitoring, individualized/group tutoring, and parental collaboration. Conclusions: IRE teachers at SMPN 1 Pekanbaru have adopted several structured efforts to address student learning difficulties; however, implementation remains incomplete. Gaps in home visitation and individualized tutoring indicate systemic resource and time constraints. Strengthening teacher professional development and institutional support systems is recommended to close implementation gaps.
Ergonomic Analysis in Optimizing Science Learning: Physical Environment Impact on Academic Performance
Purpose of the study: This research investigates the relationship between classroom ergonomic conditions and science learning outcomes in elementary schools, aiming to identify optimal physical environmental factors that enhance student academic performance and teacher effectiveness in science education. Materials and methods: A quantitative cross-sectional study was conducted involving 450 students and 45 teachers from 15 elementary schools in Pekanbaru City, Indonesia. Data collection utilized structured questionnaires measuring classroom design adequacy, ergonomic comfort levels, and their perceived impact on science learning. Statistical analysis was performed using SPSS version 29.0, employing descriptive statistics, correlation analysis, and multiple regression modeling. Results: Significant positive correlations were found between ergonomic classroom conditions and science learning outcomes (r = 0.742, p < 0.001). Students in ergonomically optimized environments demonstrated 23.5% higher science achievement scores compared to those in suboptimal conditions. Teacher satisfaction with classroom ergonomics showed strong correlation with instructional effectiveness (r = 0.681, p < 0.001). Key ergonomic factors influencing learning included appropriate furniture sizing (β = 0.312), adequate lighting conditions (β = 0.287), and optimal temperature control (β = 0.245). Conclusions: Ergonomic optimization of elementary school classrooms significantly enhances science learning outcomes. Implementation of evidence-based ergonomic principles in classroom design can substantially improve both student academic performance and teacher instructional effectiveness. These findings support the integration of ergonomic considerations as essential components in educational facility planning and science curriculum delivery.