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This literature study examines the process of self-regulation in transforming compliance with school rules originating from external pressure into behavioral regularity emerging from personal awareness, and its impact on the effectiveness of student learning outcomes. Using a qualitative approach with content analysis method, this study synthesizes relevant literature to build a theoretical framework on how self-regulation facilitates the internalization of disciplinary values. The findings reveal that self-regulation occurs through a series of interconnected stages including goal setting, strategy planning, self-monitoring, evaluation, and adjustment. The success of this process is determined by internal motivation, appropriate environmental support, positive direct experiences, and healthy emotional management. Strong self-regulation directly impacts learning outcome effectiveness through improved cognitive strategies, strengthened intrinsic motivation, enhanced time and environment management, and developed capacity to constructively cope with failure. Learning outcomes achieved through self-regulation processes are characterized by lasting understanding, knowledge transfer ability, and the formation of lifelong learning dispositions. Schools and teachers play strategic roles in strengthening self-regulation through curriculum design that supports autonomy, formative feedback, role modeling, and collaboration with parents. This study contributes theoretically by positioning self-regulation as the central mechanism bridging external influences and internal disposition formation.

The study titled “Designing a Web-Based E-Module for Empowering Tenth-Grade Students’ Writing Skills in Descriptive Text” aims to develop a digital learning medium to improve students’ descriptive writing abilities. The research applies a Design and Development (D&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, supported by a descriptive quantitative method. The study addresses limitations of traditional, teacher-centered instruction that relies heavily on printed materials by integrating technology into the learning process. The research begins with an analysis of existing teaching practices and learning resources for descriptive text writing. Based on this analysis, a web-based e-module is designed to provide a more interactive and engaging learning experience. The module includes structured materials such as definitions, purposes, text structures, language features, examples, and practice exercises. The e-module is then implemented in a tenth-grade classroom setting, followed by an evaluation of its effectiveness using quantitative data. The results indicate that the web-based e-module effectively improves students’ descriptive writing skills. Interactive features, including multimedia content, self-paced activities, and immediate feedback, enhance students’ motivation and active participation. Teachers and students report positive perceptions regarding the practicality, accessibility, and usefulness of the e-module. Pre-test and post-test results also show a clear improvement in students’ writing performance. Overall, the study concludes that web-based e-modules are a promising instructional medium for enhancing writing skills and supporting student-centered, technology-integrated English language learning.

This study aims to determine the effectiveness of the use of the artificial intelligence-based application (AI-Based Application) Duolingo in improving vocabulary mastery of EFL (English as a Foreign Language) students in Indonesia. This study used a descriptive quantitative approach with a single-group pre-test and post-test design involving 20 students of class VII C of SMP Negeri 1 Mappakasunggu. Data were collected through vocabulary tests, questionnaires, and classroom observations. The results showed a significant increase in students' vocabulary mastery, marked by an increase in the average score from 61 (fair category) in the pre-test to 78 (good category) in the post-test. Most students gave a positive perception of the use of Duolingo, especially regarding the gamification features, instant feedback, and simple and attractive display, which can increase motivation and learning engagement. The results of the observation also showed that students were more active and enthusiastic in using this application compared to traditional learning methods. Thus, Duolingo can be said to be effective as an AI-based learning medium to improve vocabulary mastery of junior high school students in Indonesia.  

This study examines students’ perceptions of the use of online platforms for English listening practice. The research employs a mixed-methods approach involving 150 undergraduate students through questionnaires and semi-structured interviews. The findings indicate that the majority of students hold positive attitudes toward the use of online platforms, primarily due to time flexibility, diverse content, and the ability to learn independently. Nevertheless, several challenges were identified, including internet connectivity issues that disrupt the learning experience, a lack of personalized feedback, and difficulties in maintaining learning motivation. Features such as adjustable playback speed, the availability of transcripts, and interactive exercises received high levels of satisfaction. Overall, the study concludes that although online platforms have great potential to enhance English listening skills, their effectiveness largely depends on proper implementation, adequate technical infrastructure, and active support from educators. Therefore, this study recommends improvements in technical aspects and the development of more effective learning methods to achieve more optimal outcomes.

Rapid advances in Information Technology (IT) in the 21st century have significantly transformed educational practices, particularly in vocational high schools (SMK) specializing in Software Engineering (RPL). Traditional learning media, such as textbooks, static slides, and lectures, often fail to provide an interactive learning experience, limiting students’ engagement and reducing the effectiveness of knowledge retention. To overcome this challenge, this study focuses on developing and validating an interactive quiz application called VOCANETIC, designed as an innovative learning aid for SMK RPL students. The research uses a Research and Development (R&D) approach, emphasizing the stages of product development, expert validation, and feasibility assessment. VOCANETIC is developed using VB.NET in the Microsoft Visual Studio environment, and MySQL is employed for efficient data management and storage. The application features interactive quizzes, real-time feedback, and user-friendly interfaces to enhance student engagement and motivation. Based on evaluation and analysis by expert validators, VOCANETIC meets the “Proper” feasibility criteria, demonstrating usability, interactivity, and educational effectiveness. The results indicate that VOCANETIC is capable of supporting active learning, improving students’ understanding of software engineering concepts, and providing an effective platform for self-assessment and practice. In conclusion, the VOCANETIC application is proven to be a valid, reliable, and practical tool that can be implemented as an interactive learning medium in SMK RPL, offering an innovative approach to facilitate student learning and engagement in the digital era.                                                              

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

This study aims to measure the effectiveness of Pop-Up Books with the theme “The Life Cycle of Butterflies” in improving the understanding of fourth-grade students at Madrasah Ibtidaiyah (MI). This media is designed as an attractive and interactive learning tool that is relevant to everyday life, helping students understand the concept of the life cycle of living things, especially butterflies. The approach used in this study is descriptive qualitative, with data collection through observation, interviews, and documentation. The research subjects included fourth-grade MI students. The data were analyzed in three stages: data reduction, data presentation, and conclusion drawing. The results showed that the use of Pop-Up Books successfully attracted students' interest and attention, increased their motivation to learn, and facilitated their understanding of the stages of the butterfly life cycle. Teachers also provided positive feedback on this media because it supported an active, creative, and enjoyable learning process. Thus, it can be concluded that the Pop-Up Book media with the theme “Butterfly Life Cycle” is effective in science learning to improve the conceptual understanding of fourth-grade Madrasah Ibtidaiyah students.

This research aims to: (1) produce mathematics learning media in the form of interactive e-modules with a learning approach.realistic mathematics education (RME) which is oriented towards numerical ability and mathematical growth mindset students and describe their characteristics; (2) describe the quality of the learning e-module which meets the criteria of being valid, practical and effective so that it is suitable for use by junior high school students using the approach realistic mathematics education (RME). The development model used in this development research is the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of one teacher and 32 seventh grade students of SMP Negeri 3 Pajangan in Bantul Regency, Yogyakarta, who participated in this research.The results of the study show that the developed e-module has the following main characteristics: (1) using the RME approach in learning strategies; (2) facilitating the improvement of numeracy through learning videos, LKPD, and quizzes; (3) fostering growth mindset through motivational videos, inspirational sentences, discussion spaces, as well as feedback and self-evaluation features; and (4) using test- and questionnaire-based evaluation instruments. Validity tests showed very good results with an average score of 96% from media experts and 98% from material experts. The practicality of the e-module was assessed as very good by teachers (96.19%) and good by students (80.47%), and the implementation of learning reached 96.8%. Effectiveness was proven through MANOVA and t-tests which showed a significant increase in numeracy and mathematical growth mindset after using the e-module. Thus, the RME-based interactive e-module is suitable for use as an innovative mathematics learning medium at the junior high school level.

This study investigates the effectiveness of an integrative learning model in improving Indonesian literature appreciation skills among high school students. A quasi-experimental design was employed, involving 120 eleventh-grade students from two public high schools in Jakarta, Indonesia. The participants were divided into two groups: the experimental group, which received instruction through the integrative learning model, and the control group, which followed traditional teaching methods. The integrative model was designed to combine language skills development—such as reading comprehension, vocabulary enrichment, and critical writing—with structured literary analysis focusing on themes, characterization, style, and cultural context. Data were collected using pre-test and post-test assessments to measure learning outcomes, observation sheets to monitor classroom activities, and student questionnaires to capture perceptions and engagement levels. The results indicated that students in the experimental group experienced a significantly higher improvement in literature appreciation skills compared to those in the control group (p < 0.05). They demonstrated enhanced abilities to interpret literary works, analyze narrative elements, and articulate critical responses to Indonesian contemporary literature. Observation data revealed that the integrative approach fostered more active participation, collaborative learning, and deeper reflection during classroom discussions. Moreover, student feedback highlighted increased motivation, enjoyment, and perceived relevance of literature learning to real-life experiences. These findings underscore the pedagogical potential of integrative learning models in secondary school literature education. By linking language proficiency with analytical and interpretative competencies, this approach not only strengthens students’ linguistic abilities but also cultivates their critical thinking, cultural awareness, and aesthetic appreciation. The study recommends the wider adoption of integrative methods in Indonesian high schools as an effective strategy for promoting meaningful and enduring engagement with literature.

This study explores the effectiveness of role play as a teaching method to enhance students' speaking skills in professional secretarial contexts, specifically in business telephone conversations, presentations, and negotiations. The research was conducted within the Diploma III Secretarial Program over one academic semester. Employing a qualitative methodology, the study involved classroom observations and student reflections gathered through feedback sessions. The objective was to assess how role play could contribute to the development of fluency, confidence, and contextual language use in English for specific professional purposes. The findings revealed that role play significantly improved students' speaking performance. Students showed greater confidence in expressing ideas, improved fluency, and a better understanding of appropriate vocabulary and expressions suited to professional environments. Furthermore, students expressed that the interactive and practical nature of role play made learning more enjoyable and less intimidating, allowing them to immerse themselves in real-life communication scenarios. These positive experiences encouraged active participation and increased motivation to learn English for professional use. The study also highlighted the value of reflective learning, as students were able to identify their own progress and areas for improvement. Through continuous engagement in simulated professional tasks, learners developed better adaptability in communication and exhibited more natural conversational flow during tasks that mirrored real workplace situations. In conclusion, the role play method proves to be a highly effective pedagogical tool for enhancing speaking skills in secretarial English. It not only helps build linguistic competence but also cultivates soft skills necessary for professional communication. Therefore, it is recommended that educators incorporate role play regularly in English for Specific Purposes (ESP) curricula to maximize its benefits in developing productive speaking abilities among students.

Catholic Religious Education (CRE) plays a vital role in shaping students’ character, morality, and spirituality. However, traditional and monotonous teaching approaches often lead to passive student engagement and low motivation. This article explores the implementation of the Think Pair Share (TPS) method in CRE as an innovative, cooperative, and student-centered learning strategy. Utilizing a literature review method, this study analyzes various scholarly sources related to TPS and Catholic religious education. The findings indicate that the TPS method encourages students to think critically, engage in peer discussions, and confidently share ideas in class, thereby creating an active and inclusive learning environment. Nevertheless, the effectiveness of this method depends greatly on the teacher’s readiness in lesson planning, fostering a supportive classroom atmosphere, and providing constructive feedback. Adaptive and creative teaching strategies are essential to ensure that TPS is effectively and meaningfully applied within the context of CRE in the era of independent learning.

Transformational leadership has been identified as an effective approach to mitigate these challenges by fostering supportive, innovative, and empowering school environments. This study aims to investigate the multifaceted influence of transformational leadership on teacher performance enhancement, burnout reduction, and professional development through effective management practices. Employing a library research methodology, the study synthesizes recent empirical evidence and theoretical frameworks from peer-reviewed literature published within the past five years. Data were collected and analyzed through systematic review and thematic synthesis of scholarly articles focusing on transformational leadership in educational settings. The findings demonstrate that transformational leadership substantially enhances teacher motivation and job satisfaction by providing individualized support and cultivating a shared sense of purpose. Instructional support through mentoring, guidance, and feedback strengthens teaching effectiveness, while a positive school climate mediated by transformational leadership fosters trust and collaboration. Furthermore, transformational leadership promotes continuous professional learning and pedagogical innovation by creating psychologically safe environments conducive to reflection and experimentation.

This study aims to explore the practices and perceptions of tutors in implementing assessment in English for Specific Purposes (ESP) instruction at non-formal language course institutions. A quantitative method was used, involving data collection through questionnaires with both closed and open-ended questions, complemented by an online interview to deepen the understanding of assessment implementation. The results show that diagnostic and formative assessments are the most frequently used types (100%), while performance-based and project-based assessments are used by 50% of the respondents. None of the tutors reported using self-assessment, indicating a limited variety in assessment methods applied. The main purposes of assessment include identifying students’ learning needs, monitoring progress, and evaluating teaching effectiveness. Despite facing challenges such as limited time and low student motivation, tutors managed to apply solutions like group discussions and peer feedback. Assessment was found to positively impact both students’ skill development and tutors’ understanding of -learners’ needs. The study concludes that assessment in ESP plays a strategic role not only as an evaluation tool but also as a diagnostic and formative mechanism that supports continuous learning. Therefore, proper understanding and contextual adaptation are essential in maximizing the role of assessment in ESP instruction.

This study examines the application of management psychology approach as a strategy to improve the effectiveness of learning and performance of educators in Indonesia. Using descriptive-analytical qualitative methods, this study explores how factors such as work motivation, leadership, and stress management contribute to creating a conducive educational environment. Literature analysis and empirical findings reveal that increasing educator motivation through rewards, feedback-based evaluation, and the implementation of transformational and participatory leadership can significantly increase work enthusiasm and innovation in the learning process. In addition, balanced workload management and the provision of work welfare programs have been shown to help reduce stress levels and improve the psychological well-being of educators. The results of this study provide recommendations for educational institutions to integrate the principles of management psychology into human resource management policies in order to achieve continuous improvement in the quality of teaching and learning.

This study explore the use of Cadabra as a learning medium to asseses students’ abilities. Cadabra is software that facilitates the visualization and understanding of complex mathematical concepts, thereby enhancing students’ computational skills. Through a systematic literature review, this research analyzes the effectiveness of Cadabra in improving students’ understanding of mathematical concepts and analytical thingking skills. The findings indicate that integrating Cadabra into the learning motivation and outcomes,as well as provide real-time feedback that assists educators in indetifying individual students’ strengths and weaknesses.

The world of education has undergone a major shift as a result of advances in information and communication technology. This study compares conventional and digital learning methods for distance learning (PJJ) across the board, with the aim of finding out what is effective, what is not effective, and how the two methods affect student learning outcomes and experiences. Conventional learning, which relies on direct interaction between teachers and students, emphasizes elements such as giving feedback, easy to do, structured, and routine. It has the advantage of being able to facilitate direct interpersonal communication, provide intensive supervision and guidance, and create a competitive learning environment. However, this method has some limitations, especially in terms of time and space flexibility. It is also not able to meet the learning needs of individuals in large groups. On the other hand, digital learning offers greater flexibility, access to a wide range of educational resources, and increased interactivity through the use of online collaboration tools, e-learning platforms, and video conferencing. The use of technology allows learning content to be presented in a systematic, structured and engaging manner, increasing student motivation and participation. In addition, it allows materials to be tailored to each student's learning style and conditions, and supports collaborative and independent learning. Challenges include the possibility of misuse of technology, limited access in some areas, lack of direct social interaction, and reliance on digital infrastructure and capabilities. The research results indicate that digital learning generally enhances student learning outcomes more significantly compared to conventional learning, especially in terms of distance learning (PJJ). Digital strategies such as structured instructional design, integration of practical experiences, motivational support, and time management have been shown to improve student interaction, understanding, and independence. However, digital and conventional learning methods can complement each other to achieve optimal effectiveness. The application of these strategies not only boosts students' academic performance but also equips them with the essential skills to tackle future challenges. 

This study aims to comprehensively examine the effectiveness of digital learning media in enhancing students' motivation in the subject of Natural and Social Sciences (IPAS) at the elementary school level. Utilizing a qualitative approach based on a literature review, this study analyzes various academic references regarding the use of digital technology in the learning process. The findings indicate that digital media, such as educational videos, interactive simulations, and technology-based applications, significantly contribute to increasing student engagement and learning enthusiasm. The success of digital media in education is supported by several key factors, including active student participation, real-time feedback, and the presentation of materials that are more dynamic, diverse, and responsive to individual student needs. Moreover, digital learning approaches allow for a more flexible, engaging learning process that adapts to students’ learning styles. Thus, based on the conducted analysis, it can be concluded that integrating digital technology into IPAS instruction holds great potential as an innovative pedagogical strategy.    

Technological advancements have significantly impacted education, including more interactive learning methods. Kahoot and Quizizz are two platforms that utilize gamification to enhance student engagement in learning. This study aims to analyze and compare these interactive media in terms of ease of use, student engagement, and effectiveness in providing feedback. Using a qualitative method and a case study approach, data was collected through interviews and observations of teachers and students utilizing both platforms. The study's findings indicate that Kahoot is more effective in boosting student motivation through a competitive system, whereas Quizizz excels in independent learning flexibility and providing more detailed result reports. Therefore, the utilization of these platforms should be adjusted according to the learning objectives to be achieved..

Islamic Religious Education (PAI) plays an important role in the formation of students' character and understanding of religious teachings. However, in practice, not a few students face difficulties in understanding PAI material, both in terms of cognitiveness and affective. These difficulties can be caused by a variety of factors, such as differences in academic ability, lack of motivation, or socio-cultural problems. Therefore, the right strategy from PAI teachers in overcoming learning difficulties is very necessary. This article aims to identify various strategies that PAI teachers can apply to help students overcome learning difficulties. Based on a literature review, there are several approaches that have proven to be effective, including the use of varied learning methods, the use of educational technology, the provision of intensive guidance, and the strengthening of student motivation and character. In addition, the importance of constructive evaluation and feedback in the learning process is also one of the keys in improving the effectiveness of PAI learning. By implementing these strategies, it is hoped that the learning difficulties faced by students can be overcome, and the quality of PAI learning can be improved.