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La Ode Achmad Suherman
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EDUTREND: Journal of Emerging Issues and Trends in Education
Published by Lembaga Riset Dan Inovasi Masyarakat Madani
ISSN : -     EISSN : 3032565X     DOI : https://doi.org/10.59110/edutrend
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
EDUTREND is an open access, peer-reviewed journal that provides an international academic platform focusing on the challenges, policies, and emerging trends in education, particularly in developing and emerging countries. It aims to bridge the gap between research and policy-making, addressing pivotal issues at various educational levels and within policy agendas. EDUTREND publishes articles that explore innovative teaching methods, the integration of technology in education, comparative studies, and the impact of socio-economic factors on educational practices. Our mission is to foster a comprehensive dialogue among researchers, practitioners, and policymakers to promote effective strategies that enhance the quality and inclusivity of education globally.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 69 Documents
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From Mobile Practice to Course Incentives: Integrating Duolingo to Support English Achievement and Self-Regulated Learning Sofyan Sukwara Akfan; Festo Andre Hardinsi; Osmar Buntu Lobo; La Ode Achmad Suherman
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.998

Abstract

Mobile-assisted language learning can extend English practice beyond the classroom, yet sustained engagement with supplementary applications remains a challenge in university EFL contexts. This study examined whether integrating Duolingo with incentive-based grading was associated with improvements in English achievement and self-regulated learning (SRL). A three-week quasi-experimental pretest–posttest non-equivalent control group design was implemented with 21 university students, comprising 11 students in the experimental group and 10 in the control group. The experimental group received regular English instruction supplemented with Duolingo activities linked to academic incentives, whereas the control group received regular instruction only. English achievement was measured using a 40-item TOEIC-informed achievement test, while SRL was assessed using an adapted EFL Self-Regulated Learning Questionnaire. Paired-samples tests, gain-score comparisons, and ANCOVA were employed, with ANCOVA serving as the primary between-group analysis. English achievement increased significantly in both groups, although the experimental group showed a larger mean gain. After controlling for baseline achievement, the adjusted posttest mean favored the experimental group, (F(1,18)=4.318), (p=.052), partial (\eta^2=.193), but did not reach the conventional significance threshold. SRL increased significantly within the experimental group, but the baseline-adjusted between-group effect was negligible, (F(1,18)=0.171), (p=.684), partial (\eta^2=.009). The findings provide promising but inconclusive evidence that integrating Duolingo with course-based incentives may offer short-term benefits for English achievement, while broader SRL development may require more sustained intervention.
Fostering Students' Engagement in EFL Speaking through Small Group Discussion: A Classroom Action Research Moh. Rif'attullah; Aisyah Noor Auly; Fathiyah Al Mustaqimah; Nur Dahniar
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 2 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1010

Abstract

Student engagement plays an important role in supporting students’ participation and learning in EFL classrooms. However, limited opportunities for communicative practice may limit students’ confidence and participation in speaking activities. This classroom action research investigated how the implementation of Small Group Discussion fostered students’ engagement in speaking. The study was conducted with nine eleventh grade students at a private senior high school in Yogyakarta through two classroom action research cycles. Data were collected using an engagement observation checklist, interviews, and field notes and were analyzed descriptively and thematically. The observation checklist focused on two dimensions of engagement, namely Effort and Initiative. The findings showed an increase in both dimensions across the two cycles. Students also demonstrated greater enthusiasm, more active participation, and increased use of English during speaking activities. Interview findings further indicated that students perceived Small Group Discussion as an enjoyable approach that provided more opportunities to practise speaking, express opinions, and work collaboratively. The findings suggest that Small Group Discussion can serve as a practical classroom-based approach to fostering students’ engagement in EFL speaking.
The The Relationship Between Perceived Hybrid Learning Implementation and Physics Learning Interest Among Vocational High School Students Khadija Khadija; Afdalia Afdalia; Hamdana Hamdana; Rosita Rosita
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 2 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1012

Abstract

Hybrid learning has become increasingly relevant in vocational education, yet limited evidence explains how students’ perceptions of its implementation relate to their interest in learning physics. This study examined the relationship between perceived hybrid learning implementation and physics learning interest among vocational high school students. A quantitative cross-sectional correlational design was employed involving 59 tenth-grade students from three purposively selected classes at UPT SMK Negeri 2 Pinrang, South Sulawesi, Indonesia. Data were collected using a 27-item perceived hybrid learning implementation questionnaire, a 16-item physics learning interest questionnaire, and classroom observations as supporting evidence. Questionnaire data were analyzed using descriptive statistics and simple linear regression. Students’ perceived hybrid learning implementation scores ranged from 49 to 97 (M = 70.56, SD = 8.03), while physics learning interest scores ranged from 30 to 56 (M = 43.34, SD = 5.77). Classroom observations indicated relatively consistent hybrid-learning implementation across the three classes, although patterns of student participation varied. Regression analysis revealed a significant positive relationship between perceived hybrid learning implementation and physics learning interest, B = .284, SE = .087, β = .396, t(57) = 3.251, p = .002, accounting for approximately 15.7% of the variance in learning interest. These findings suggest that students who perceive hybrid learning more positively tend to report greater interest in physics. However, given the cross-sectional design, the relationship should be interpreted as associative rather than causal.
Critical Pedagogy Through the Madiun Brem Industry: Building Elementary Students' Socio-Financial Literacy Hayu Eka Fadillah; Nasution Nasution; Ganes Gunansyah
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1014

Abstract

Social studies (IPS) instruction in Indonesian elementary schools often relies on textbook-based and teacher-centered approaches, limiting opportunities for students to connect economic concepts with lived social realities. This study explored how critical pedagogy integrated with the local context of the Brem Madiun industry could support elementary students’ socio-financial literacy. Using an Educational Design Research (EDR) framework involving analysis and exploration, design and development, and implementation and reflection, the study was conducted in one elementary school in Madiun Regency with one fourth-grade teacher and 28 purposively selected students. Data were collected through participatory observation, semi-structured interviews, documentation, and field notes, and analyzed qualitatively through data reduction, data display, and conclusion drawing. Findings showed high student engagement in group discussion (89.3%), observed understanding of the relationship between economic activity and social life across indicators (78.6%–85.7%), and appreciation for local products (89.3%). The initial EDR cycle produced a learning design responsive to classroom conditions and teacher input. These findings suggest that dialogic, context-based instruction using a familiar local industry can support more reflective engagement with economic and social realities. The study offers a preliminary design framework for integrating critical pedagogy and socio-financial literacy in elementary social studies.
Mapping Reading Literacy Research in Primary Education: A Systematic Review Arumita Wulan Sari; Nurul Istiq'faroh; Wahyu Sukartiningsih
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1015

Abstract

Reading literacy is a foundational competency in primary education, yet research on its development is distributed unevenly across cognitive, affective, instructional, and contextual dimensions, particularly in literature published after the COVID-19 disruption. This systematic review integrates research characteristics, contextual factors, and evaluated interventions within a single PIRLS-based framework. Peer-reviewed studies published between 2021 and 2026 were retrieved from Scopus and screened using prespecified eligibility criteria, with reporting guided by PRISMA 2020. Of 107 records initially identified, 29 studies were included. The studies were mapped according to (1) methodological, geographical, and publication characteristics; (2) contextual factors associated with reading literacy at student, home, school/classroom, and national/community levels; and (3) instructional approaches and literacy programs evaluated in primary education. The corpus was dominated by quantitative and intervention-oriented designs, with research attention concentrated at the student and school/classroom levels. Intervention studies most frequently examined classroom-based approaches, whereas home- and system-level initiatives were less common. Because no formal risk-of-bias appraisal or meta-analysis was undertaken, the findings are interpreted descriptively rather than as comparative estimates of intervention effectiveness. The review highlights the need for more transparent, multi-level, and context-sensitive literacy research, including work in underrepresented settings.
Measuring Elementary School Students’ Mathematics Learning Mastery Through Problem-Based Learning: A Proportion Meta-Analysis of Classroom Action Research Samritin
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1026

Abstract

Achieving mathematics learning mastery at the elementary school level remains a significant challenge, requiring instructional approaches that support conceptual understanding and problem-solving abilities. This study aimed to estimate the pooled mastery proportion of elementary school students during Problem-Based Learning (PBL) implementation, examine between-study consistency, and evaluate the robustness of pooled estimates. A proportion meta-analysis was conducted on classroom action research (CAR) studies implementing PBL in elementary mathematics learning. Nineteen primary studies involving 448 students were included in the quantitative synthesis. Pooled mastery proportions were estimated using a random-effects meta-analysis of logit-transformed proportions. Between-study variance was estimated using Restricted Maximum Likelihood (REML), and 95% confidence intervals were calculated using the Hartung–Knapp adjustment. Estimates were subsequently back-transformed to the proportion scale. The results indicated that the pooled mastery proportion increased from 58.3% in Cycle I (95% CI: 53.0%–63.4%) to 85.5% in Cycle II (95% CI: 81.5%–88.7%), representing a descriptive increase of approximately 27.1 percentage points. Between-study heterogeneity was low in Cycle I (I² = 8.4%) and was not detected in Cycle II (I² = 0%). Leave-one-out sensitivity analysis confirmed the stability of pooled estimates after sequentially removing individual studies. Although all studies showed an increasing direction from Cycle I to Cycle II, the improvement should be interpreted as a change in mastery proportion during PBL implementation rather than evidence of a causal effect attributable solely to PBL, because the primary studies lacked control groups and involved repeated measurements of the same students. This study contributes evidence from a pooled mastery proportion perspective, which is more appropriate for synthesizing classroom action research outcomes than standardized effect-size approaches.
MAPACCING: Development of a STEM–Design Thinking Physics Learning Module Based on Local Materials to Improve the Problem-Solving Skills of Coastal Senior High School Students in Majene Sulfianty Sulfianty; Andi Kamal Ahmad; Khairil Asnan Haedar; Jupri Jupri; Mina Mina
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1013

Abstract

Coastal water quality problems are very close to the everyday lives of students in Majene Regency, yet they have not been optimally used as a context for physics learning to develop students' problem-solving skills. This study aimed to develop the MAPACCING Learning Module, based on STEM–Design Thinking and using local materials, and to determine its validity, practicality, and initial effectiveness in improving students' problem-solving skills. The study used the Research and Development (R&D) method with the 4D model, consisting of the define, design, develop, and disseminate stages. The initial field effectiveness test used a nonequivalent pretest–posttest control group quasi-experimental design involving 22 students in the experimental group and 20 students in the control group at SMA Negeri 3 Majene. The results showed that the module was valid (moderate category), with Aiken's V coefficients ranging from 0.72 to 0.79. The mean student response score was 116.6 (good), while the practitioner response score was 120.67 (very good). The problem-solving skills instrument consisted of 12 valid items with a reliability coefficient of 0.72. The mean N-gain was 0.42 (moderate) in the experimental group and 0.29 (low) in the control group. An independent-samples t-test showed a significant difference in the improvement of problem-solving skills between the experimental and control groups (t = 5.09, p < 0.001), with a Cohen's d of 1.57. These findings provide initial evidence of the effectiveness of the MAPACCING module in supporting students' problem-solving skills through STEM–Design Thinking physics learning contextualized in coastal water quality and local materials.
Exercising Professional Judgment in AI-Assisted Assessment: Selective Mediation of AI-Generated Evaluation by English Lecturers Nurhadi Hamka; Akmal Jaya; Ikmal Muhammad; Nur Fajrhi; Nursastri Nurdin; Dhini Yustia Widhyah Saputri
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 3 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1033

Abstract

This qualitative case study examines how English lecturers exercise professional judgment when generative artificial intelligence (GenAI) is introduced into student writing assessment and feedback. Ten English lecturers at Universitas Khairun participated, producing 30 documented judgment episodes across three student writing samples. Each episode linked an initial lecturer assessment, AI-generated information from ChatGPT, Claude, or Gemini, and a final judgment. Data from assessment records, follow-up interviews, student texts, AI-generated outputs, and contextual documents were examined through within-episode and cross-episode thematic analysis. The findings show that AI did not move lecturers' scores in a single direction. Rather, it prompted them to retain, lower, or raise initial judgments after reconsidering the evidence. Lecturers evaluated AI output in relation to construct alignment, evidentiary weight, learner needs, task purpose, local context, and feedback usability. Professional agency was evident in how they determined which parts of the AI output could influence the final assessment. The study describes this process as selective evaluative mediation and argues that GenAI introduces a second object of professional judgment: lecturers judge not only student performance but also the relevance, usability, and authority of AI-generated interpretations of that performance.
Digital Entrepreneurship Education, Franchise Knowledge, and Franchise Entrepreneurial Intention: A Study of Direct and Indirect Relationships Satria Putra Utama; Sudarmiatin; Agus Hermawan; Wening Patmi Rahayu; Risca Kurnia Sari
EDUTREND: Journal of Emerging Issues and Trends in Education Early Release Articles
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.1034

Abstract

Digital entrepreneurship education has become increasingly relevant in preparing individuals in higher education and university graduates to explore entrepreneurial opportunities. However, its relationship with franchise entrepreneurial intention and the role of franchise knowledge in this relationship require further investigation. This study examines the relationships between Digital Entrepreneurship Education (DEE), perceived Franchise Knowledge (FK), and Franchise Entrepreneurial Intention (FEI), including the statistical mediating role of FK. Using a quantitative cross-sectional survey design, data were collected through an online questionnaire from 200 current university students and graduates in Indonesia, selected through purposive sampling. The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that DEE is positively and significantly associated with FEI and perceived FK, while perceived FK is positively and significantly associated with FEI. Furthermore, the indirect relationship between DEE and FEI through FK is statistically significant. The significant direct and indirect relationships are consistent with complementary partial mediation, suggesting that perceived franchise knowledge represents one statistical pathway within the proposed model linking digital entrepreneurship education with franchise entrepreneurial intention. These findings contribute to the literature on entrepreneurship education by extending the discussion to franchising as a specific entrepreneurial pathway. Practically, the results highlight the relevance of integrating digital entrepreneurship education with franchise-related learning opportunities in higher education. However, the cross-sectional design and purposive sampling limit causal interpretation and generalizability. Future research could examine additional psychological and contextual factors, including entrepreneurial self-efficacy, attitude toward franchising, perceived behavioral control, and perceived risk.

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