This study aims to develop Radin Jambat Creative Puppetry as a culturally grounded instructional medium and to examine its feasibility, practicality, and potential influence on elementary school students’ literary literacy. Using the ADDIE development model, the media was validated by content, language, and design experts; tested for practicality with teachers and students; and examined using a one-group pretest–posttest design involving 62 fourth-grade students. Data included expert validation ratings, practicality questionnaires, and literary literacy test scores. Expert validation indicated high feasibility across content (92%), language (90%), and media design (94%). Teachers (93%) and students (91%) rated the medium as highly practical. Pretest–posttest comparisons showed an increase in students’ scores, and statistical analysis (t(61) = 14.27, p < .001) and the effect size (d = 1.21) indicated positive learning trends. However, causality cannot be inferred due to the research design. The Radin Jambat Creative Puppetry demonstrates promising potential as a culturally grounded, multimodal medium that may support improvements in students’ literary literacy. However, because no control group was included, the findings should be interpreted as indicative rather than conclusive. Further research using stronger experimental designs is recommended. Keywords: literary literacy, creative puppetry, Radin Jambat, elementary school students.

Integrating the AI Feedforward Feedback (AI-FF) Model into Islamic Religious Education to Enhance Students’ Critical Thinking Skills. This study aims to analyze the effectiveness of the AI-FF model in enhancing the critical thinking skills of Islamic Religious Education students, explore students' and lecturers' experiences during implementation, and evaluate the extent to which AI integration can be applied without diminishing teachers’ moral and spiritual roles. A mixed-method approach was employed. Quantitative data were gathered through a quasi-experimental pretest–posttest design, while qualitative data were collected through in-depth interviews and structured observations. Statistical analyses were used to determine the model’s effectiveness, and thematic analysis was applied to interpret learning experiences. The findings demonstrate that AI-FF effectively improves students’ critical thinking skills, especially in analysis, argument evaluation, and metacognitive reflection. Qualitative results indicate that AI-FF provides cognitive scaffolding without replacing the teacher’s moral guidance. Students reported improved confidence and more structured reasoning, while lecturers perceived AI as an augmentative tool. AI-FF can be ethically integrated into Islamic Religious Education when positioned as a supportive tool that strengthens cognitive processes while preserving the teacher’s authority in moral and spiritual guidance. The study highlights the need for educators to develop AI ethics literacy and for integration models that maintain teacher primacy while leveraging AI as a cognitive facilitator. Keywords: AI feedforward feedback, critical thinking, islamic religious education, AI ethics, technology-enhanced learning.

Enhancing EFL Listening Comprehension through a Customized Immersive Virtual Reality Application: A Study on Computer Science Students. Listening comprehension is a crucial component of language acquisition, yet it remains a persistent challenge for students across diverse fields of study. Objective: This study develops a Virtual Reality app to address a gap and enhance computer science students' listening comprehension skills. Methods: This study employed a quantitative design with a paired t-test and a Likert-scale questionnaire. The participants in this study are 20 students from the Computer Science Faculty at the University of Putra Indonesia, YPTK Padang. Pre-test and Post-test were administered to evaluate improvements in listening Comprehension, as shown by a t-value of -5.501 and a p-value of < .001, while a questionnaire was also given to assess students' experiences and opinions after using the VR app. Findings: The VR app design required a few improvements in device settings, yet it still significantly enhances students' English comprehension skills, as shown by a paired t-test, and practically increases students' motivation. Conclusion: A VR app can be used in language learning to improve students' abilities, increase their motivation, and reduce anxiety, especially in listening comprehension. Keywords: EFL students, listening comprehension, virtual reality.

Enhancing Moral Reasoning and Engagement in Islamic Education: A Constructivist Intervention in Aqidah and Akhlak. Objectives: This study aimed to investigate the effects of constructivist teaching approaches on students’ engagement and moral reasoning in Aqidah and Akhlak (Islamic creed and morality). It sought to determine whether constructivist-based learning could foster active participation, critical reflection, and ethical awareness among students compared to conventional teacher-centered instruction. Methods: The research employed a quasi-experimental design involving two classes of 30 students each. The experimental group was taught using constructivist methods, including collaborative learning, inquiry-based instruction, and moral case studies. In contrast, the control group received traditional instruction focused on direct explanation and memorization. Data were collected through pre- and posttests using the Student Engagement Scale and the Moral Reasoning Test. Statistical analysis, including paired and independent t-tests and ANCOVA, was conducted using SPSS version 27. Findings: The study results revealed that the experimental group experienced a significant improvement in engagement and moral reasoning compared to the control group. Posttest scores indicated increased student engagement and moral reasoning, demonstrating that constructivist approaches effectively enhanced students’ behavioral, emotional, and cognitive engagement, as well as their ability to reason about moral dilemmas grounded in Islamic values. Conclusion: Constructivist teaching strategies significantly improved both student engagement and moral reasoning in Islamic education. This study highlights the importance of integrating modern pedagogical approaches with Islamic educational principles to promote active learning and spiritual and moral development. Keywords: constructivist learning, aqidah and akhlak, student engagement, moral reasoning, islamic education.

Cultivating Green Entrepreneurs: A Project-Based Learning Module to Foster Environmental Awareness and Entrepreneurship in Primary School. Objectives: This research and development aimed to develop a valid, practical, and effective project module product for teaching entrepreneurship and raising environmental awareness, which is crucial for grade V students. This study investigated how a project-based learning module can foster environmental awareness and entrepreneurship character among fifth-grade students. Methods: This study was implemented at Toho State Elementary School, a rural school in West Kalimantan, Indonesia, facing environmental and economic sustainability challenges. This study used the Research and Development (R&D) method by adopting the ADDIE model. The module was to involve students in project activities that combine environmental care with opportunities to earn a living, in line with the local wisdom of the Dayak tribe in Toho. The module was validated by six experts in media, module design, and materials before field testing and implementation with teachers and students at SD Negeri 10 Toho. Participants included students, teachers, and expert validators involved in module testing. Environmental and entrepreneurship character were assessed using observation rubrics and pre–posttest. The practicality aspect of this module was measured through a survey of teachers and students; meanwhile, the effectiveness was assessed using Effect Size. Findings: Data were collected through tests, questionnaires, and interviews. The study found that the project module was feasible based on the expertise assessment. From the fifth graders' classroom teacher's perspective, the module had met 87.5 of % items of practicality and was seen as handy and easy to implement (practical). The findings indicate that the module is a valid and practical tool for integrating sustainability values into primary education. The effectiveness of the implementation of the project module shows that the N-Gain score reaches 55.27% indicating a moderate effect according to Hake’s criteria. Conclusion: The project module is suitable for teaching environmental awareness and entrepreneurship to fifth graders, as it has been validated and practical, though it still needs adjustments to improve its effectiveness. Keywords: project module, environmental care, entrepreneurship, sustainable lifestyle.

Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency, learner-centered pedagogy.

The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics. The learning process dominated by lectures and the use of conventional teaching materials that are difficult for students to understand leads to low generic science skills in students. One-way, teacher-centered learning causes students to become passive. Meanwhile, abstract and quantitative material on momentum and impulse requires a conceptual and visual approach to make it easier for students to understand. Objectives: This study aims to determine the impact of using physics modeling learning modules on the improvement of generic science skills in impulse and momentum material. Methods: This study employed a quasi-experimental design with a one-group pre-test and post-test approach, applied to 34 students in class X.1, who served as research subjects at SMA Negeri 1 Alalak. The data were analyzed using n-gain scores and a paired sample t-test to determine the magnitude of the effect before and after treatment was administered. Findings: The analysis reveals that the use of effective physics modeling learning modules can enhance generic science skills, yielding an n-gain of 0.81. A substantial difference between the conditions before and after using the physics modeling learning module is also evident in the results of the paired sample t-test, which demonstrates how using the module affects students' development of generic science skills. Conclusion: Physics modeling learning modules have significantly and successfully enhanced students' generic science skills related to momentum and impulse content. Keywords: impulse, module, momentum, physics modeling learning, science, generic skills.

Integrating Digital Technology into Disaster Education and Its Impact on Elementary School Students’ Literacy and Resilience. Indonesia is one of the countries with the highest risks of natural disasters in the world; hence, disaster education in elementary schools is an urgent need. Objective: This study aims to analyze the effectiveness of digital technology-based disaster education in improving the disaster literacy and resilience of elementary school students in areas prone to volcanic eruptions. Methods: This study used a quasi-experimental design with a nonequivalent control group design. The research sample consisted of elementary school students living in disaster-prone areas. The instruments used included a disaster literacy test, a resilience questionnaire, and interviews with teachers and students to strengthen the quantitative results. Data analysis was conducted using a paired sample t-test to examine differences within groups and an independent sample t-test to compare differences between groups. Findings: The results showed a significant increase in the experimental group compared to the control group. The disaster literacy score in the experimental group increased from 47.67 to 82.17, and the resilience score from 58.60 to 80.30. Meanwhile, the control group only experienced a lower increase. The paired sample t-test results showed a significant difference (p < 0.05). The control group did not experience a significant increase in the number of participants. The independent sample t-test also confirmed a significant difference between the two groups in their posttest scores, with an average difference of 15.84 points for disaster literacy and 14.30 points for resilience. Qualitative data supported these results, with teachers rating interactive digital media as facilitating the understanding of evacuation and simulations, while students found the learning more engaging and easier to practice. Conclusion: This study demonstrates that digital technology-based disaster learning is more effective than conventional methods in enhancing the literacy and resilience of elementary school students. The implication is the importance of integrating digital technology into the disaster education curriculum, so that students not only understand the theory but are also able to adapt, be resilient, and take appropriate action when facing disasters in their environment. Keywords: disaster education, technology, digital, disaster literacy, disaster resilience.

Determinants of Private University Choice in Banten: The Role of Institutional Reputation and Location. Objectives: Accurately selecting a university can significantly impact one’s future, including career prospects, job market oportunities, and overall well-being. Previous findings have been debated among researchers regarding the relationship between gender, a university's reputation, location, and tuition fees with university choice. However, studies in the context of private universities in Banten, such as Syekh Yusuf Islamic University (UNIS), are limited and require further research. This study aims to examine the influence of gender, reputation, location, and tuition fees on students' choice of UNIS. Methods: This study utilized a quantitative approach and a binary logistic regression model. The sample size was 937 participants. A validated online Google Forms questionnaire was distributed through WhatsApp groups to collect the data. Findings: The results of the binary logit analysis showed that university reputation and location had a significant influence on the selection of UNIS. Reputation increased students' chances of choosing UNIS, as did a strategic campus location. Conversely, neither gender nor tuition fees were found to influence students' decisions to choose UNIS. These findings confirmed that campus reputation and accessibility are the primary factors influencing students’ choice of UNIS. Conclusion: The findings of this study provide empirical evidence that UNIS needs to prioritize strengthening its academic reputation as a key factor in attracting prospective students. To address this, improving faculty quality, pursuing program accreditation, and collaborating with industry are strategic steps to strengthen the institution's image. Additionally, its strategic location must be continually optimized through enhanced accessibility and transportation infrastructure, which further supports student recruitment. While tuition fees have not proven to be a significant barrier, maintaining a transparent fee policy and offering scholarships remains necessary to stay competitive. In summary, focusing on both reputation and accessibility will strengthen UNIS's position as a leading private university in Banten. Keywords: gender, location, reputation, tuition fees, university choice.

The Impact of the Word Webbing Technique on EFL Students’ Descriptive Writing Skills. Writing is among the most demanding skills for English as a Foreign Language (EFL) learners because it requires the integration of vocabulary mastery, grammatical accuracy, idea organization, and developing the idea. Many students struggle to put their thoughts into an organized, written form. This study examined the efficacy of the Word Webbing Technique (WWT) in tackling these obstacles, especially in the composition of descriptive texts. Objective: This study aimed to evaluate the effectiveness of the word webbing approach in improving the writing skills of tenth-grade students at an Islamic senior high school. Methods: The study employed a quantitative methodology, utilizing a quasi-experimental design with pre-test and post-test non-equivalent groups. There were thirty-five grade ten students in this study: 18 students from the social class, forming the control group, and 17 students from the science class, forming the experimental group. This research employed pre-tests and post-tests to assess students' writing skills, and then utilized SPSS to analyze the data using an independent sample t-test. Findings: The experimental group had an average score of 87.06, whereas the control group had an average score of 71.67. The experimental group's scores increased from 61.47 to 87.06, whereas the control group's scores rose from 60.83 to 71.67. The t-test yielded a t-value of 9.227 at a 0.05 significance level (df = 33). These results indicate that WWT can significantly enhance students' writing abilities by facilitating the generation of more ideas, the use of new vocabulary, the application of correct grammar, and the production of more structured and descriptive material. Conclusion: The WWT is a highly effective writing method for tenth-grade students learning English as a foreign language, enabling them to enhance their descriptive writing skills. Teachers should utilize this method in the classroom to engage students, encourage them to generate new ideas, and enhance their writing skills. Keywords: word webbing technique (WWT), learning technique, writing skill, descriptive text, EFL writing.