The use of artificial intelligence (AI) has grown in elementary schools, but insufficient is known about the practical consequences of this technology, particularly as it pertains to the acquisition of scientific knowledge. Given that pre-service elementary teachers necessitate the cultivation of skills in intricate scientific ideas within problem-based learning (PBL) settings, there is an increasing demand for creative, technology-enhanced instructional resources. This study examines the influence of AI-generated instructional videos, created in accordance with recognized instructional design principles, on task performance, self-efficacy, and learning outcomes in pre-service elementary teachers. The present study utilized a within-subjects design with 186 participants, incorporating pretest, post-test, and transfer evaluations to measure the transferability and durability of learning. Substantial improvements were found from pre- to post-training, including a significant gain in self-efficacy (t(185)=7.12, p<0.001, d=1.04) and learning performance (e.g., immediate post-test t(185)=8.45, p<0.001). However, ANCOVA results indicated no significant advantage of the preview feature, such as in the delayed post-test (F(1,184)=0.65, p=.42) and transfer test (F(1,184)=0.18, p=.67). The results indicate that educational videos produced by artificial intelligence can substantially enhance knowledge transfer, retention, and self-efficacy, qualifying them as valuable resources for elementary teacher education in the field of elementary education.

This research develops a virtual reality-based game with an ethnomathematics approach to Batam City culture in the form of Luti Gendang food in learning social arithmetic material in mathematics learning at the elementary school level. This product's development is significant because students are now a digitally native generation and are more interested in learning through technological media than traditional media. Using the ADDIE model as a basis, this research will focus on the development stage, which includes 3 steps, namely (1) initial product design in the form of making storyboards, making learning videos with Adobe Premiere Pro, designing image designs for VR displays, and making learning videos; (2) initial product development focuses on making VR games and conducting validation tests by experts covering the feasibility of material, media, and language to determine the feasibility of the media being developed, and (3) refining the initial product by making revisions and improvements based on the results of the validation test. The development findings demonstrate that: (1) The initial product design incorporates five key menus—VR Simulation, Material, Video, Quiz, and Info; (2) The expert evaluations of the product’s feasibility across media, language, and content aspects yielded average scores of 85.2, 80.8, and 83.1, respectively, classifying the product’s overall feasibility as excellent; and (3) Subsequent refinements were implemented based on expert validation and user testing feedback, specifically targeting interactivity enhancements, improvements to VR visual elements, and adjustments to in-VR narrations and directional cues.

The lack of understanding and interest among students in learning science and the scarcity of energy are very interesting topics to study using case-based learning. The novelty lies in the use of Case Based Learning and Artificial Intelligence related to renewable energy. The objectives of the study are (1) to identify the Hypothetical Learning Trajectory (HLT) of renewable energy based on learning barriers, and (2) to measure scientific process skills and digital literacy. The sample consisted of 120 high school students in Lubuklinggau. The research design was a Lesson Study approach. Implementation occurred over two cycles in collaboration with teachers to design renewable energy learning materials, including lesson plans (RPP), Student Worksheets (LKPD) 1 and 2. AI tools used included Padlet, Kahoot, and Cap Cut. Data collection involved documentation, observation, and interviews. Data analysis was conducted using quantitative descriptive methods. Learning difficulties were identified in students' inability to conduct investigations, analyze data, and communicate graphs effectively. LKPD 1 and 2 were found to be highly valid with a validity test score of 0.92, making them suitable for use. Additionally, there was an increase in students' average science process skills by 0.87, categorized as high, and digital literacy by 0.88, categorized as highly skilled. Its contribution lies in integrating digital LKPD that is easy to access and engaging due to AI integration. Furthermore, the LKDP developed involves students conducting experiments and field observations to measure the efficiency of biomass stoves fueled by rice husks, wood chips, and LPG stoves. Another interesting finding is that students with low abilities experienced a very high increase in digital literacy. The next step is to develop diagnostic test instruments for science literacy, digital literacy, and learning modalities.

This study aimed to improve Grade X students’ descriptive writing skills through the application of mind mapping. This research was conducted at Diponegoro Depok Vocational School in Sleman, Yogyakarta. The participants of the study were 20 students who were identified as having difficulties in organizing and expressing ideas in written form. The research was carried out over 11 meetings, including a pre-test, two action cycles (each comprising three meetings), and a post-test. Data were collected using writing tests, observation sheets, interviews, field notes, and documentation, and analyzed through both quantitative and qualitative approaches. The quantitative analysis assessed improvements in students’ scores based on a rubric adapted from Brown (2010), while the qualitative analysis used thematic content analysis to explore student engagement and creativity. The results showed significant improvement in both individual and classical mastery levels, with students demonstrating enhanced organization, vocabulary, and idea development. The findings suggest that mind mapping is an effective technique for enhancing descriptive writing and fostering 21st-century skills such as collaboration, creativity, and critical thinking. This study highlights the value of CAR as a reflective, data-driven approach to improving teaching practices and student outcomes.

The effective and sustained use of Information and Communication Technologies (ICTs) is critical to meeting 21st century educational demands. ICT integration is no longer merely an enhancement but a fundamental shift that requires active participation from teachers and school management. Despite its potential, ICT adoption in South African schools remains inconsistent, with full-scale integration occurring only after 1994. The integration process is largely affected by challenges such as inadequate teacher training, limited infrastructure, negative attitudes, and insufficient technical support, which hinder sustainable implementation. These challenges affect schools in under-resourced areas, such as those in the Rekopantswe sub-district, where ICT implementation remains inadequate. This study focuses on a critical research gap, exploring the unique challenges impeding integration in senior phase classrooms within the sub-district. A qualitative research approach is employed, using semi-structured interviews, classroom observations, and group discussions with senior-phase teachers and learners in Rekopantswe sub-district schools. Findings reveal that while teachers recognize ICT’s pedagogical benefits, its effective integration is constrained by a lack of formal training, technical resources, and inconsistent institutional support. The study underscores the need for structured professional development programs designed to the contextual needs of teachers and improved infrastructural support to enhance ICT‘s impact on teaching and learning. Through reflections on the barriers, the study adds to the body of knowledge by highlighting strategies to be adopted in fostering ICT integration in less resourced schools, informing policy direction and future research in the field.

Gamification has emerged as an innovative approach to English language teaching, aiming to enhance student engagement and motivation. This study investigates pre-service teachers' perceptions of gamification in English language teaching practice. This study employed a mixed method based on an explanatory-sequential design as qualitative can clarify generalized quantitative results in a more thorough and appropriate interpretation. The study began by gathering quantitative data through a Likert scale questionnaire, followed by collecting qualitative data through semi-structured interviews with 100 pre-service teachers from Universitas Brawijaya post-teaching practice. The findings show that most pre-service teachers perceive gamification in English language teaching positively. Specifically, 89% of respondents reported increased engagement, while 85% noted improved motivation and focus. However, 15% of respondents remained ambivalent about how well gamification encourages self-directed learning. Additionally, 87% of respondents plan to continue using gamification in their teaching. In conclusion, gamification has the potential to be an innovative pedagogical approach in English language teaching, not only by enhancing engagement and motivation but also by facilitating differentiated learning by enabling students to gain the material at their own pace and fostering an immersive learning environment that enhances language acquisition. However, some challenges, such as limited infrastructure and pre-service knowledge and readiness to implement learning technology still need to be improved. Therefore, this study provides recommendations for educational institutions that can support the optimization of gamification in the context of English language teaching in the future. Further studies could explore its long-term effects on language learning to better understand its sustained impact.

This study examines the perceptions of students using ChatGPT in the Malay language. To meet the aims, We adopted the theory of technology acceptance model (TAM). The study focuses on system quality, information quality, service quality, user satisfaction, perceived net benefits, and awareness of ethics and plagiarism. Data were collected through a Qualtrics survey. The finding informed that the system quality of ChatGPT achieved a mean score of 3.375, indicating ease of use and flexibility. Information quality received a mean score of 3.27, suggesting accuracy and usefulness. Service quality scored 3.207, reflecting adequate technical support and consistent performance. User satisfaction was remarkably high, with a mean score of 3.334, demonstrating strong confidence and contentment with ChatGPT’s functionality. Perceived net benefits scored 3.337, highlighting language skills and communication efficiency enhancements. Meanwhile, the ethical considerations were moderately addressed, with a mean score of 3.115, indicating a need for improved education on responsible use. The findings suggest that ChatGPT is a valuable tool for the Malay language, with areas for further enhancement in information quality and ethical practices. At the same time, understanding users’ perceptions will also help create between relevant AI resources, inform policies for ethical AI use, and enhance learning experience for Malay learners.

Islamic Religious Education (PAI) has a significant impact on the development of students' character, morality, and overall learning outcomes. This study aims to investigate the effects of artificial intelligence (AI) and mobile learning on student learning outcomes, with a specific focus on the role of students' self-competence as a mediating factor. Employing a quantitative survey approach, the research included 208 students from the PAI Study Program at IAIN Ponorogo, using probability sampling techniques. Data was collected through Likert-scale questionnaires, and the research data was analyzed using PLS-SEM analysis. The results indicate a positive influence of AI and mobile learning on student learning outcomes, with self-competence playing a crucial role as a mediating factor. These findings highlight the importance of educators promoting self-regulation, self-efficacy, and motivation skills within online learning environments. The study emphasizes the potential of integrating AI and mobile learning to enhance the quality of education and recommends that educators continuously update their knowledge of technological advancements through training and collaboration. Strengthening these competencies can lead to a more interactive, personalized, and adaptive learning environment for students.

The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.

Teaching in a class with a large number of students is a phenomenon experienced by the majority of lecturers in Indonesia. This condition obviously generates disruptions during instruction, so action is required to eliminate them.The purpose of this research is to look at the problems that arise when teaching writing skills in large classes and how to solve them from the perspective of English lecturers in Indonesia. This research is a case study using a qualitative research approach. Data collection was carried out through semi-structured interviews involving four English lecturers at four universities in North Sumatra. After the interview, the data was first transcribed, followed by thematic analysis to identify themes and answer research questions. The results of the analysis show four challenges faced by the participants in their EFL classes. All of these are related to the difficulties of: 1) providing individual assessment and feedback; 2) class and time management; 3) lack of experience and practice; and 4) lack of space, facilities, and resources. To overcome these challenges, the lecturers utilize several approaches, such as 1) using group and peer assessments, 2) using multiple approaches and analyzing student needs, 3) learning outdoors, and 4) using technology-based tools. To address these issues and make teaching large writing classes a promising endeavor, comprehensive planning and strategies must be ensured in advance according to the context and needs of students.