Prima Magistra: Jurnal Ilmiah Kependidikan

INCLUSIVE EDUCATION IN DENPASAR CITY JUNIOR HIGH SCHOOLS: A STUDY OF SYSTEMIC BARRIERS AND SCHOOL-BASED IMPLEMENTATION STRATEGIES

Wayan Meter, I Ketut Suar Adnyana, Putu Ronny Angga Mahendra — Wed, 09 Sep 2026 00:00:00 +0000

This study aims to analyze systemic barriers in the implementation of inclusive education at junior high schools in Denpasar City and to formulate strengthening strategies oriented toward sustainability and educational equity. The research employed a qualitative approach with a case study design conducted in 12 inclusive junior high schools. Data were collected through in-depth interviews, non-participant observation, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the implementation of inclusive education faces interconnected systemic barriers across three main dimensions: structural, pedagogical, and cultural. Structural barriers include limited operational policies at the school level, the absence of special education teachers, sporadic professional training, high teacher–student ratios, and inaccessible physical infrastructure. Pedagogical barriers are reflected in the limited implementation of differentiated instruction, the absence of systematic Individualized Education Programs (IEPs), and homogeneous teaching practices. Cultural barriers relate to stigma toward students with special needs and a school culture that prioritizes standardized academic achievement. These interconnected barriers create a form of hidden exclusion, where inclusive education operates administratively but not yet substantively. The study recommends strengthening school-level operational policies, providing special education teachers, implementing continuous professional development, improving infrastructure based on universal design principles, and transforming school culture toward valuing diversity as key strategies for achieving equitable and sustainable inclusive education.

STUDENTS’ HIGHER EDUCATION INTEREST FROM AN ECONOMIC PERSPECTIVE: THE ROLES OF MOTIVATION, LEARNING CULTURE, SELF-EFFICACY, AND ACHIEVEMENT NEEDS

Umi Fitria, Enny Kartini — Tue, 22 Sep 2026 00:00:00 +0000

The interest in continuing studies is a crucial aspect of improving the quality of human resources. Internal factors such as learning motivation, learning culture, and self- efficacy are believed to play a role in shaping this interest. In addition, the need for achievement is also expected to be a mediating variable in the relationship between these factors and the interest in continuing education. The purpose of this study is to determine the influence of learning motivation, learning culture, self-efficacy, and the need achievement on the interest in continuing studies at the university level. This study was conducted in high schools in the city of Samarinda. The population in this study consisted of 1,640 twelfth-grade students. The sample was selected using proportional random sampling, comprising 410 respondents. Data collection methods included questionnaires, interviews, and documentation. Data analysis utilized CFA. Data were analyzed using descriptive and inferential statistical techniques. Model fit testing was performed using SEM with the LISREL program. The results of this study are: (1) Learning culture and self-efficacy have a positive and significant influence on the interest in continuing studies, whereas learning motivation and the need for achievement do not influence the interest in continuing studies. (2) Learning motivation, learning culture, and self-efficacy influence the need for achievement. (3) Learning motivation, learning culture, and self-efficacy do not influence the desire to continue one’s studies through the need to achieve. This study concludes that learning culture and self-efficacy have a significant influence on the desire to continue one’s studies.

NUMERACY DOMINO: DEVELOPING AN INNOVATIVE MATHEMATICS LEARNING MEDIA TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ COUNTING SKILLS

Tue, 22 Sep 2026 00:00:00 +0000

Low arithmetic skills and the lack of engaging mathematics learning media remain major challenges in elementary education. Conventional teaching methods often fail to stimulate students’ interest and active participation, leading to difficulties in understanding basic mathematical concepts. Therefore, innovative and interactive learning media are needed to support meaningful learning and improve students’ numeracy skills. This study aimed to develop an enjoyable, practical, and effective mathematics learning medium to improve the arithmetic skills of first-grade elementary school students. The study employed the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research was conducted at SDN 1 Pringga Jurang involving 21 first-grade students. The instruments used included validation sheets, response questionnaires, and students’ mathematics daily test scores. The validation results showed that the material expert score was 49 and the media expert score was 47, both categorized as very good (X > 41.88), indicating that the developed media was valid and feasible for use. In terms of practicality, the teacher response score was 47 and the average student response score was 44.47, both also classified as very good, showing that the media was easy to use and well received by teachers and students. Furthermore, the percentage of students who achieved scores above the Minimum Mastery Criterion (KKM) increased by 33% after the product trial, demonstrating the effectiveness of the media in improving students’ arithmetic skills. Therefore, it can be concluded that the Numeracy Domino mathematics learning media is valid, practical, and effective for use in elementary mathematics learning.

ECO-LITERACY MARKET DAY: AN INNOVATIVE PROJECT-BASED LEARNING APPROACH TO STRENGTHENING ENVIRONMENTAL CARE IN GRADE V AT ELEMENTARY SCHOOLS

Mon, 28 Sep 2026 00:00:00 +0000

Character education is not only a national challenge but also a global concern. In recent years, environmental awareness among elementary school students has shown a downward trend. The purpose of this study is to foster an environmentally conscious character in the IPAS (Natural and Social Sciences) subject for fifth-grade elementary school students through the Market Day Project. In this context, Market Day, implemented through a Project-Based Learning (PjBL) approach, serves as an experience-based learning strategy. This study employed a quantitative approach with non-probability sampling techniques, and the data were analyzed using SmartPLS. Convergent validity tests indicated that all 20 instrument items were valid. Reliability testing using Cronbach’s Alpha (?) yielded satisfactory results, with a score of 0.928 for the environmental care character variable and 0.931 for Market Day activities, confirming the reliability of these instruments. Furthermore, hypothesis testing revealed a t-value of 118.256 > 1.96 at a 5% significance level. Thus, it can be concluded that Market Day activities through PjBL have a significant effect on strengthening environmental awareness while supporting environmental literacy-based learning among fifth-grade elementary school students in the IPAS subject.

PARTICIPATORY COMMUNICATION IN DIGITAL ETHICS EDUCATION: A MIXED-METHODS STUDY OF ADULT LEARNERS IN NORTH JAKARTA

Fri, 23 Oct 2026 00:00:00 +0000

The expansion of digital participation has intensified ethical challenges related to misinformation, privacy, responsible communication, and digital citizenship. This study examined participatory communication as a dialogue-based approach to digital ethics education in a community-based learning setting. A convergent mixed-methods, single-group design was employed with 30 adult women in North Jakarta, Indonesia, without a comparison group. The digital ethics education program comprised three 40-minute sessions (120 minutes total), and all 30 participants were interviewed using individual and group formats after the sessions. Quantitative data were collected through post-intervention questionnaires (n = 30) and paired pretest–posttest assessments (n = 5), while qualitative evidence was obtained from open-ended responses, semi-structured interviews, and observations. The findings suggested that participants’ primary learning needs concerned ethical digital practices rather than technological access. Participant feedback and observations indicated a dialogical learning environment characterized by two-way interaction, contextual discussion, experience sharing, and reflection. Twenty-nine of the 30 participants (96.7%) agreed or strongly agreed that two-way interaction occurred. Three interconnected themes of perceived learning were identified: critical information evaluation, ethical responsibility, and intentions to share digital ethics knowledge within families and communities. Among five volunteers (5/30), mean test scores increased from 5.6/10 to 10/10; all five achieved the maximum posttest score. Given post-only self-reports and five paired assessments, the study cannot establish causal effects or sustained behavioral change. The study suggests that participatory communication may support the development of ethical digital awareness by connecting lived digital experience with collective reflection in community-based learning environments.

DESIGNING A LOCAL WISDOM-BASED LEARNING MODEL GROUNDED IN KI HADJAR DEWANTARA’S TRIKON PRINCIPLES FOR ELEMENTARY SCHOOL LITERACY: A NEEDS ANALYSIS AND DESIGN STUDY

Fri, 23 Oct 2026 00:00:00 +0000

Many elementary school students still struggle with reading and writing, and few instructional models systematically link literacy learning to students’ local culture. This study aimed to (1) analyze the needs for local wisdom-based literacy learning at an Islamic elementary school and (2) design a learning model grounded in Ki Hadjar Dewantara’s Trikon principles of continuity, convergence, and concentricity. The study followed the define and design stages of the 4D development model. Data were collected at MI Muhammadiyah PK Kartasura, Indonesia, through a semi-structured interview with a teacher, classroom observation, and analysis of student literacy products, and were analyzed using the interactive model of Miles, Huberman, and Saldaña with technique triangulation. The teacher already linked lessons to students’ prior experiences and to local contexts such as the traditional market, and the school ran extensive literacy programs; however, the teacher was not familiar with the Trikon concept, local wisdom was introduced mainly through cultural programs rather than through reading and writing, and practice depended on individual teachers’ creativity without a shared instructional sequence. On this basis, a model was designed comprising a six-stage syntax (experience orientation, local wisdom-based literacy exploration, analysis and conceptual development, literacy product creation, environment-based implementation, and reflection and environmental reinforcement), a social system, principles of reaction, a support system, a literacy assessment, and expected instructional and nurturant effects. The model targets reading comprehension and the writing of local culture-based texts. It has not yet been validated and is offered as a theoretically grounded prototype for subsequent expert validation and classroom trials.

DEVELOPMENT AND EVALUATION OF A SPATIAL-BASED GEOGRAPHY MODULE FOR DISASTER MITIGATION LEARNING AMONG GRADE XI MADRASAH ALIYAH STUDENTS

Suwito Suwito, Didik Iswahyudi, Luluk Masruroh Z, Wawan Herry Setyawan — Sun, 25 Oct 2026 00:00:00 +0000

This study aimed to develop and evaluate a spatial-based Geography module for disaster mitigation learning among Grade XI students at MA Siti Fatimah, Pandaan, Pasuruan Regency. The study employed a research and development (R&D) approach adapted from the Borg and Gall model and consisting of seven stages. Module validity was assessed by a subject matter expert, a language expert, and a media expert, while practicality was evaluated through teacher and student response questionnaires. Effectiveness was examined using a quasi-experimental nonequivalent control group design involving 42 students: 21 in the experimental class and 21 in the control class. Data were collected through expert validation sheets, response questionnaires, learning outcome tests, interviews, and observations. The data were analyzed using descriptive quantitative and qualitative techniques, normalized gain analysis, and an independent-samples t-test. The module obtained validity scores of 61% for subject matter, 82% for language, and 77% for media. Teacher and student response scores were 85% and 84.28%, respectively. The experimental and control classes achieved normalized gain scores of 0.8617 and 0.6268, respectively, indicating high and medium learning improvement. The independent-samples t-test showed a statistically significant difference between the groups, t(36.59) = 45.95, p < .001; the mean posttest scores of the experimental and control classes were 93.57 and 82.81, respectively. Overall, the findings support the use of the developed module as a supplementary instructional resource for disaster mitigation learning. Further research involving larger samples and multiple schools is needed to examine the generalizability of these findings.

ASSESSING BASIC SOFT SKILLS OF PROSPECTIVE TEACHERS AT A STATE CHRISTIAN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: A DESCRIPTIVE STUDY

Jefri Mailool, Ventje Adri Politon — Sun, 25 Oct 2026 00:00:00 +0000

This study aimed to describe the basic soft skills of prospective teachers at state Christian higher education institutions in Indonesia across six dimensions: adaptability, self-motivation, self-awareness, curiosity, social skills, and tolerance. A quantitative descriptive design was employed, involving 357 teacher education students recruited through convenience sampling. Data were collected using the Basic Soft Skills Instrument for Prospective Teachers, which comprises 21 items scored on a four-point scale from 0 to 3, yielding a possible total score of 0-63. Content validity was assessed by seven experts using Aiken’s V, with coefficients ranging from 0.81 to 0.95. Item-total correlations ranged from 0.566 to 0.720. Descriptive statistics were used to analyze the data, and score categories were established using theoretical score parameters. The results showed a mean total score of 47.36 (SD = 8.04). Across the six dimensions, curiosity had the highest mean item score (M = 2.46, SD = 0.55), whereas tolerance had the lowest (M = 1.99, SD = 0.52). Statistical comparisons also indicated significant differences among the dimension scores, with curiosity scoring significantly higher and tolerance significantly lower than the other dimensions. These findings provide a descriptive profile of prospective teachers’ self-reported basic soft skills and identify tolerance as a potential area for further educational attention. Teacher education programs may consider incorporating structured learning activities that encourage dialogue, collaboration, constructive responses to disagreement, and respect for differing perspectives. Further research using complementary assessment methods is needed to determine whether these self-reported patterns correspond to demonstrated soft skills in educational practice.