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Proceedings Series of Educational Studies
Published by Universitas Negeri Malang
ISSN : -     EISSN : 29872448     DOI : 10.17977
Core Subject : Education,
Education
The proceedings series Proceedings of Educational Study Seriesaims to publish proceedings from conferences on the theories and methods in fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 893 Documents
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Development of "TransVoca" Interactive Learning Media Based on Articulate Storyline for Elementary English Vocabulary Learning Naqia Sofwa Maila; Otto Fajarianto; Eka Pramono Adi; Khansa Tania Aqila S.
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

The acquisition of English vocabulary at the elementary education level frequently relies on passive rote learning methods, resulting in low memory retention and student disengagement. This study aims to design, develop, and evaluate the feasibility of an interactive multimedia learning application named "TransVoca" to enhance transportation vocabulary acquisition for fourth-grade elementary students. This research employs a Research and Development (R&D) approach, adapting the initial three stages of the Lee and Owens development model: Assessment/Analysis, Design, and Development. Data were collected through expert validation questionnaires and analyzed utilizing descriptive percentage statistics to determine the product's feasibility. The evaluation results revealed a feasibility score of 96.25% from the media expert and 90.00% from the material expert, culminating in an overall average of 93.13%. These findings confirm that the Articulate Storyline-based learning media, which integrates text, images, audio pronunciation, video, and interactive gaming activities, is categorized as highly feasible. The implications of this study suggest that the use of interactive multimedia can minimize extraneous cognitive load and actively foster students' self-directed learning. Ultimately, this innovation offers a practical solution to optimize the use of digital infrastructure in schools and transforms conventional language learning into a highly interactive, student-centered experience.
The Influence of Principal Academic Supervision and Teacher Discipline on the Improvement of Learning Quality at SMP YPPK Santa Monika Bintuni Susana Santy Yerkohok; Wildan Zulkarnain; Sunarni Sunarni; Desi Eri Kusumaningrum
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The success of education implementation in schools can be seen from the quality of learning which is influenced by the principal's academic supervision and teacher discipline. This study analyzes the influence of these two variables partially and simultaneously on the quality of learning at SMP YPPK Santa Monika Bintuni. The approach used is quantitative with an ‘‘ex post facto” correlational design. All 40 teachers were sampled through a census technique. Data were collected using a questionnaire that has been declared valid and reliable, then analyzed with multiple linear regression. The results of the study show that the principal's academic supervision partially does not have a significant effect on the quality of learning (t = 1.817; sig. = 0.077 > 0.05). Meanwhile, teacher discipline has a significant effect on the quality of learning (t = 5.031; sig. = 0.000 < 0.05). Simultaneously, the principal's academic supervision and teacher discipline have a significant effect (F = 28.567; sig. = 0.000 < 0.05; R² = 0.607). These results place teacher discipline as a more dominant factor, so schools need to strengthen supervision that is orien
Strengthening Religious Tolerance through Inclusive Education Amidst Student Diversity in Elementary Schools Dina Nur Abidah; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Religious diversity needs to be introduced and managed positively from the elementary school level through an inclusive educational environment. This study aims to analyze how religious tolerance is strengthened through inclusive education at SDK Santa Maria Blitar. A descriptive qualitative approach was employed, with data collected through observation, teacher interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The results show that tolerance is fostered through respect for religious identities, freedom to pray according to individual beliefs, inclusive social interactions, collaborative learning, and religious holiday programs. Teachers serve as facilitators and role models in promoting mutual respect and preventing discrimination. Overall, inclusive education through habituation and direct experience strengthens students’ tolerance, empathy, openness, and ability to coexist harmoniously.
LEARNING MOTIVATION AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITIES IN AFTER-SCHOOL TUTORING PROGRAMS Kartika Eki Fortuna; Alfiyah Nashirah; Risa Safira Ramadhani; Naurah Salsabila
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study aims to explain the motivations of children with mild intellectual disabilities when participating in after-school tutoring at SLB C Kedungkandang. The study employs a qualitative approach with a descriptive design. The subjects of this study were children with mild intellectual disabilities who actively participated in after-school tutoring activities. Data were collected through interviews and observations of students, parents, and supporting teachers. The results indicate that the learning motivation of children with mild intellectual disabilities is influenced by both intrinsic and extrinsic factors. Intrinsic motivation is evident in their desire to participate in the tutoring sessions, their efforts to complete assignments, and the joy they express while learning. However, these children still face challenges such as getting bored quickly, difficulty concentrating, and being affected by their moods. Meanwhile, external motivation can be derived from parental support, attention from tutors or teachers, a comfortable learning environment, and praise and rewards. Support from a positive learning environment can boost children’s enthusiasm and engagement during tutoring sessions. Therefore, it is important for parents and teachers to work together to create a learning environment that suits the personality and needs of children with mild intellectual disabilities, so that the children’s motivation to learn can develop properly.
Local Wisdom Education Strategies Based on Community Experience in the Development of Puspa Jagad Ecological Tourism Village Semen Village Blitar Regency Revalina Putri Amanda; Rezka Arina Rahma
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The Puspa Jagad Ecological Tourism Village is one of the tourism villages in Blitar Regency that promotes educational tourism as its main attraction, where visitors are introduced to and gain new knowledge about the local wisdom of the village community. The purpose of this study is to analyze the strategies for educating about local wisdom implemented at the Puspa Jagad Ecological Tourism Village in Semen Village, Blitar Regency, and to describe the forms of development undertaken. This study employs a descriptive qualitative approach. The results show that local wisdom education strategies based on community experiences are one of the primary strategies applied in the development of the tourism village as an educational tourism destination, in line with Kolb’s Experiential Learning theory, which emphasizes that experience-based learning focuses on firsthand experiences. Forms of local wisdom that are still practiced today include customs, traditional arts, local cuisine, and the social life of the community.
The Effect of Bead-Stringing Activities Using Beads of Various Sizes on Concentration in Students with ADHD at SLB C Autis Negeri Kedungkandang Puput Febriyanti Febriyanti; Wiwik Dwi Hastuti; Dimas Arif Dewantro; Triya Valentina; Jessika Marselina Simatupang; Khairul Whathoni
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties in focusing and sustaining attention, which may affect students' concentration during learning. This study aimed to determine the effect of bead-stringing activities using beads of various sizes on the concentration of a student with ADHD, particularly in terms of attention duration. The study employed a quantitative approach using the Single-Subject Research (SSR) method with an A-B-A design. The participant was one second-grade student with ADHD at the elementary level (SDLB) at SLB C Autis Kedungkandang. Data were collected through observation using the duration recording technique and analyzed visually within and between conditions. The results showed an increase in attention duration following the provision of bead-stringing activities using beads of various sizes. Data stability percentages were 100% in the initial baseline condition, 87.5% in the intervention condition, and 100% in the post-intervention condition. The 25% overlap between the initial baseline and intervention conditions indicated a change in attention duration following the intervention. The study concludes that bead-stringing activities using beads of various sizes had a positive effect on improving the concentration of the student with ADHD, particularly in terms of attention duration.
The Role of the School Environment in Supporting Extrinsic Motivation Among Fifth-Grade Elementary School Students Dhiya Nasywa; Surayanah Surayanah; Muhammad Ardiansyah; Nabila El Shafira Aghnia Kusumaningrum; Najwa Salsabila Putri Purwagita
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Extrinsic motivation plays a crucial role in fostering student engagement during the learning process, particularly through various stimuli originating from the school environment. This study aims to describe the role of the school environment in supporting the extrinsic motivation of fifth-grade elementary school students. The study employs a qualitative approach using a descriptive research design. Data were collected through observation, interviews, and documentation, involving fifth-grade students and teachers as sources of information. Data validity was verified through triangulation of sources and techniques. The data were analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the school environment plays a role in supporting students’ extrinsic motivation through five main aspects: reinforcement and appreciation provided by teachers; the application of interactive and varied teaching methods; positive interactions with peers; the enforcement of classroom rules and discipline; and a conducive physical school environment. These various external stimuli encourage students to be more active, focused, and engaged in learning activities. However, some students still rely heavily on guidance, assignments, and reinforcement from teachers, so the development of independent learning initiatives has not been uniform. The research findings indicate that a positive and supportive school environment plays a crucial role in fostering students’ extrinsic motivation and can also be directed to facilitate the gradual development of independent learning.
Development of an Orientation and Mobility Simulation Room for Visually Impaired Children to Prepare for Mobility in Real-World Environments Lynca Mutiara Sukamto; Anane Nasticta D. I; Dewi Iftitah Sari; Fiki Luthfatunnisa; Wiwik Dwi Hastuti; Muya Barida
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Conventional orientation and mobility (OM) training for visually impaired children often takes place directly in high-risk public areas, whereas existing aids—such as static tactile maps or VR simulators—fail to integrate the kinesthetic and haptic feedback derived from cane tapping and foot contact. This study aims to synthesize concepts regarding adaptive OM simulation spaces, identify effective physical replication components, and formulate theoretical recommendations for special education practitioners. A systematic literature review design adhering to PRISMA protocols was employed. Literature searches were conducted across Scopus, SINTA, Google Scholar, and Portal Garuda databases covering the period from 2016 to 2026. Data analysis utilized Braun & Clarke’s six-phase thematic analysis method. The findings indicate that OM simulation spaces must integrate three key components: haptic elements (tactile paving, texture variations, inclines, and declines), auditory elements (environmental sound sources and sound reflections), and kinesthetic elements (elevation changes and path width variations). The study concludes that adaptive OM simulation spaces serve as an effective intermediary environment between classroom instruction and high-risk real-world settings. Recommendations encompass minimum simulation space components, phased usage procedures, and integrated evaluation methods.
DEVELOPMENT OF INVESTIGATION-BASED LEARNING TOOLS TO IMPROVE STUDENTS' INFORMATION VERIFICATION CAPABILITIES Fanny Kusdianti Nur Sya&#039;bani; Yerry Soepriyanto; Ence Surahman; Fikri Aulia
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Information verification skills are an important competency that students must have in dealing with the rapid flow of digital information. This research aims to develop a learning tool based on Investigation Based Learning (IBL) and test its effectiveness in improving students' information verification skills. The research uses the Research and Development (R&D) method with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects consist of 78 students of the Communication Studies Study Program, State University of Malang, class of 2024, divided into two classes. The research instruments include expert validation sheets, information verification ability tests, and student response questionnaires. The validation results showed that the device obtained a very worthy category from media experts and material experts. The results of the implementation showed an increase in the ability to verify student information based on the comparison of pre-test and post-test scores. The N-Gain analysis yielded an average value of 0.57 which belongs to the medium category. Student response to learning tools obtained a percentage of 87.25% with the very good category. The findings of the study show that Investigation Based Learning-based learning tools are valid, practical, and effective in improving students' information verification skills.
Challenges and Adaptive Solutions in Managing Artificial Intelligence-Based Learning in Elementary Schools Muhamad Firdaus; Nourma Ayudia Tanaya Putri; Olga Nur Rosyidah; Imron Arifin; Raden Bambang Sumarsono; Dedi Prestiadi; Rochmawati Rochmawati
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Artificial Intelligence has become an important educational innovation, yet its sustainable implementation in elementary schools remains constrained by various organizational and pedagogical challenges. Existing studies have predominantly examined AI from the perspectives of technology adoption and instructional effectiveness, while limited attention has been given to how schools systematically manage implementation challenges. This study aims to explore the challenges encountered in managing AI-based learning and to examine the adaptive solutions implemented by SD Negeri Kebonsari 3 Malang. A qualitative case study design was employed using interviews, observations, and document analysis. Data were analyzed through the interactive model of Miles et al., while trustworthiness was established using Lincoln & Guba's criteria. The findings reveal five interconnected dimensions of adaptive AI-based learning management: (1) infrastructure challenges addressed through strategic resource optimization; (2) teacher readiness strengthened through collaborative professional learning within the Kedai Kosaga Program; (3) student readiness fostered through responsible AI use and continuous pedagogical guidance; (4) institutional policies that integrate leadership support, professional development, and stakeholder collaboration; and (5) adaptive school management strategies that transform implementation challenges into opportunities for continuous organizational learning. These findings contribute to the literature by proposing adaptive school management as an organizational framework that supports the sustainable implementation of AI-based learning in elementary education.

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