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Gawi: Journal of Action Research
Published by Borneo Research and Education Center
ISSN : -     EISSN : 28091108     DOI : https://doi.org/10.59329/gawi
Core Subject : Education,
Education
Gawi: Journal of Action Research focused on scientific research with action in the educational environment. This journal is published twice a year. We have accepted any article with the scope of action research in any scientific knowledge.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 75 Documents
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Teacher Workload and Organizational Culture as Predictors of Turnover Intention among Junior High School Teachers Kusuma Galih Ayusaputri; Laili Komariyah; Moh Bahzar
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.335

Abstract

Teacher turnover intention has become an important concern in educational institutions because it may affect instructional continuity and school effectiveness. Drawing on the Job Demands–Resources (JD-R) framework, this study examined the relationships between teacher workload, organizational culture, and turnover intention among public junior high school teachers in Indonesia. A quantitative cross-sectional survey was conducted involving 180 teachers from public junior high schools in Samarinda Ulu District, selected through proportionate random sampling. Data was collected using structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that teacher workload and organizational culture jointly explained 59.3% of the variance in turnover intention (R² = 0.593). Teacher workload was positively associated with turnover intention (β = 0.484, p < 0.001), whereas organizational culture was negatively associated with turnover intention (β = −0.332, p < 0.001). Workload demonstrated a stronger contribution to turnover intention than organizational culture. These findings suggest that both job demands and job resources are important factors associated with teachers’ intentions to remain in or leave their schools. The study contributes to the application of the JD-R framework in the context of Indonesian public junior high schools and highlights the importance of managing teacher workload while fostering a supportive organizational culture to strengthen teacher retention.
GIS Education for Spatial Thinking and Environmental Literacy: A Bibliometric-Systematic Review Yuniza Maqfirah; Muhammad Irham; Ichwana Ichwana
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.341

Abstract

The growing integration of Geographic Information Systems (GIS) and geospatial technologies into education has created new opportunities for developing spatial thinking, environmental literacy, and sustainability competencies. However, research on GIS-based learning remains fragmented across geography education, environmental education, spatial thinking, and geospatial technology studies, limiting a comprehensive understanding of its intellectual structure and educational implications. This study examines the development, thematic evolution, and educational contributions of GIS-based spatial learning through a bibliometric-systematic review approach. Data were collected from the Scopus database using a structured search strategy covering the period 2020 to 2026. A total of 167 publications met the bibliometric inclusion criteria, while 72 studies were selected for thematic synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using VOSviewer to examine publication trends, scientific productivity, keyword networks, and thematic clusters, while thematic synthesis was employed to identify major educational themes and emerging research directions. The findings reveal a significant increase in GIS-based educational research, particularly after 2023. Science mapping identified four dominant knowledge clusters related to geography education, spatial thinking, environmental sustainability, and educational technology. Thematic synthesis further revealed five major themes: GIS-based spatial learning, spatial thinking development, environmental literacy and sustainability education, remote sensing and geospatial environmental learning, and action-oriented learning. Notably, action-oriented learning emerged as the most prominent direction, indicating a shift from technology-centered approaches toward participatory, inquiry-based, and problem-solving pedagogies. This study proposes an integrative conceptual framework linking geospatial technologies, spatial thinking, environmental literacy, action-oriented learning, and sustainability competencies, with implications for educational innovation, curriculum development, and future action research in geography, science, and environmental education.
Science Literacy and Foundational Critical-Thinking Behaviors in Early Childhood: Kindergarten Teachers’ Perceptions and Practices Tri Utami; Subar Junanto
Gawi: Journal of Action Research Vol. 6 No. 2 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i2.372

Abstract

Science literacy plays a crucial role in stimulating critical thinking skills in early childhood through various activities that provide children with opportunities to observe, explore, investigate, and explain phenomena encountered in daily life. This study describes kindergarten teachers’ perceptions and reported science-literacy practices, examines teacher-reported child behaviors that are consistent with foundational processes related to critical thinking, and identifies implementation barriers. A convergent mixed-methods design was used. The raw Google Forms export contained 111 submissions; screening by unique respondent identifier identified 15 repeat submissions, leaving 96 unique respondents. Among valid quantitative responses, all 96 teachers reported having introduced science activities; 77 of 96 (80.21%) rated science literacy at the highest importance category; and 80 of 96 (83.33%) reported science activities at least three times per month. Qualitative analysis showed that teachers commonly reported children’s enthusiasm and curiosity, questioning, attentive observation, willingness to try or repeat experiments, and simple explanations or predictions. These behaviors were interpreted as learning dispositions, science-process skills, and emerging reasoning behaviors rather than as direct evidence of validated critical-thinking performance. Barriers included limited tools and materials, time constraints, classroom-management demands, and uneven teacher knowledge and institutional support. Integration of the two data strands suggests that science activities are perceived as important and are implemented regularly, but the quality and depth of implementation vary according to available support.
Augmented Reality-Based Digital Learning Modules for Critical Thinking in Physics Education: Trends, Mechanisms, and Future Directions Algiranto Algiranto; Martha Loupatty; Isnawati Isnawati
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.426

Abstract

Critical thinking is an essential competency in physics education, yet its development remains challenging due to the abstract nature of physics concepts and the limitations of conventional instruction. Augmented Reality (AR)-based digital learning modules have emerged as a promising approach for creating interactive and immersive learning experiences. However, evidence regarding their role in fostering critical thinking remains fragmented across educational levels, physics topics, instructional approaches, and learning outcomes. This study systematically reviews research on AR-based digital learning modules for critical thinking in physics education. Following the PRISMA 2020 guidelines, 26 Scopus-indexed articles published between 2020 and 2025 were analyzed using descriptive and thematic synthesis. The review examined publication trends, research characteristics, instructional features, educational outcomes, mechanisms supporting critical thinking, and future research directions. The findings indicate a growing research interest in AR-based digital learning modules, with most studies employing Android-based applications, quasi-experimental designs, and inquiry-oriented pedagogies. While the reviewed studies consistently reported improvements in conceptual understanding, learning motivation, engagement, and scientific inquiry, only a limited number directly assessed critical thinking. The thematic synthesis identified five mechanisms through which AR supports critical thinking: conceptual visualization, scientific inquiry, authentic problem solving, collaborative reflection, and learning motivation as a mediating factor. The review also highlights research gaps related to higher-order thinking assessment, intelligent learning environments, long-term implementation, and methodological diversity. These findings provide a comprehensive evidence base and future research roadmap for designing more effective AR-enhanced physics learning environments.
Smart Photosynthesis: A Light Sensor-Based Automatic Lighting System for Plant Growth Optimization as a Learning Media Aay Susilawati; Zhafira Anazah; Nisa Kartika; Nania Muthmainnah; Reny Yulianti; Dustnazar Omonovich Khimmataliev
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.442

Abstract

This study presents the development of an automated lighting system based on light sensors to support optimal photosynthesis in plants, particularly in low-light environments. Employing a Design-Based Research (DbR) methodology, the system was simulated using the Thinkercad Circuits platform. The prototype integrates a Light Dependent Resistor (LDR), an Arduino UNO microcontroller, and light-emitting diodes (LEDs) as artificial light sources. The simulation results demonstrate the system's ability to detect ambient light intensity in real time and activate or deactivate the lighting mechanism accordingly, based on a calibrated threshold. The findings suggest that such automation can maintain consistent light availability for plants, enhancing photosynthetic efficiency. This approach offers a cost-effective and scalable solution for smart agriculture applications, particularly in urban farming, greenhouse environments, and educational contexts. The system also holds promise for future integration into energy-efficient precision farming technologies.

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