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Gateway for Understanding Research in Education
Published by CV. Get Press Indonesia
ISSN : -     EISSN : 31234607     DOI : https://doi.org/10.69855/guru
Core Subject :
The Journal of Gateway for Understanding Research in Education (GURU) is a peer-reviewed open access journal published by CV. Get Press Indonesia. GURU is intended for academics, researchers, educators, and educational practitioners involved in the study, development, and practice of education at various levels. The journal is also relevant to those involved in curriculum design, teaching methodology, educational technology, educational evaluation, and policy making in education. Gateway for Understanding Research in Education (GURU) is used to publish research every May and November. The Gateway for Understanding Research in Education (GURU) journal contains research results and literature reviews related to the field of education, Including: Curriculum Studies, Educational Administration and Educational Management, Educational Effectiveness, Educational History, Educational Policy, Educational Philosophy and Theory of Education, Educational Technology, Learning and Teaching, Pedagogies, Sociology of Education, Special Education, Teacher Education, and Testing and Evaluation.
Arjuna Subject : -
Articles 17 Documents
 1   2 
Study of the Effects of Visual, Auditory and Kinesthetic Learning Styles on Memory of Learning Materials Karten Halirat; Mukh Khusnaini; Hizkia Gymnastic Mautang; Chrismanto Purba; Moh. Erwin Budiana
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.340

Abstract

The evolving educational landscape demands effective pedagogical strategies addressing diverse student needs. Learning styles, particularly the Visual, Auditory, and Kinesthetic (VAK) framework, have gained prominence for their recognized impact on comprehension and retention (Rao et al., 2022). Despite established links between VAK alignment and general academic achievement (Maulina et al., 2021), a specific gap remains in understanding how each VAK style uniquely influences long-term memory of academic content. This study aimed to quantitatively analyze the effect of VAK learning styles on students' memory of academic content using an existing secondary dataset. Utilizing an open-access dataset ( secondary school students) collected during 2021–2025, the research focused on pre-recorded VAK classifications and standardized memory scores. Statistical analysis, employing ANOVA and Tukey HSD post-hoc tests (IBM SPSS Statistics 28), was performed. Results showed a significant difference in memory scores across VAK groups, , , with a partial eta squared . Auditory learners exhibited higher retention () compared to Visual () and Kinesthetic () learners, with significant pairwise differences (). These findings underscore learning style as a critical predictor of memory capacity, advocating for differentiated and multimodal pedagogical approaches to optimize student learning. Future research should investigate moderating variables and develop adaptive assessment systems.
The Use of the STAD Strategy to Promote Students’ Achievement in Science Education Smiror Vann; Da BOU; Rorthmony Norm; Linna Nin; Borey Chhen
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.438

Abstract

Science is a subject that requires teachers to apply teaching strategies that encourage students to work in groups, participate in answering questions, and create an active classroom environment that enhances learning outcomes. This study examined the effects of the STAD teaching strategy on students' achievement and engagement at 2 Thnou Primary School, Battambang, Cambodia. A quantitative design with a quasi-experimental approach was employed using two Grade 5 classes, selected through simple random sampling. The experimental group, which employed the STAD strategy, consisted of 51 students, and the control group, which received instruction using conventional techniques, consisted of 51 students. The researchers compared the mean scores of the two groups and evaluated changes in academic performance by analyzing pre- and post-tests. The researchers also used an observation checklist to monitor students' participation during STAD lessons. The results showed that the experimental group scored higher on average than the control group. Furthermore, the observations revealed that STAD enhanced students' engagement in cooperative activities, group discussions, and answering questions, leading to a more vibrant learning environment. The study indicates that using the STAD strategy can significantly enhance student engagement and academic achievement in science education. In conclusion, the STAD teaching strategy effectively improves learning outcomes and promotes active participation among Grade 5 students in science.
Impact and Adaptability of Conventional Blended Learning Strategies in Enhancing Student Motivation a Qualitative Investigation of Unplugged Pedagogy in Boarding Schools with Restricted IT Facilities Sismala Harningtyas; Fahmiya Azlin
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.537

Abstract

This research investigates the conflict between the Merdeka Curriculum's goal of learner autonomy and the strict device-free policies of military-based schools facing severe ICT scarcity. Utilizing an instrumental qualitative case study, the study reveals an asymmetrical blended model, or unplugged pedagogy, centered on intensive analog instruction and strategically restricted IT use (Hadi & Anwar, 2025; Husen et al., 2025). While this model successfully promotes cognitive focus and fulfills needs for competence and relatedness (Ryan & Deci, 2020), the resulting constraint on informational access severely limits autonomy, generating a critical pedagogical paradox (Maufiroh et al., 2025). The findings underscore teaching resilience (Syarifuddin & Saparuddin, 2021) and mandate policy reform to balance security with controlled ICT access, providing a vital blueprint for resource-constrained contexts like Indonesia's 3T regions (Rasheed et al., 2020).
Technology Education Transformation of Education Technology 5.0 through 360-Based Digital Modules for Tourism Vocational Schools in Bandung City: English Suwandi Andreas; Cica Yulia; Ade Gaffar Abdullah; Rini Andari; Nadhia Maesari
Gateway for Understanding Research in Education Vol. 2 No. 02 (2026): November, 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i02.559

Abstract

The concept of Digital Education 5.0 in tourism education emphasizes the integration of scientific and technological innovations to create an effective, interactive, and future-oriented learning environment. This study aims to examine the role of Digital Education 5.0 transformation through the incorporation of science and technology innovations, particularly in Tourism Vocational Schools. A qualitative approach was employed using literature review, interviews, and observation methods. Data were collected from relevant academic sources, interview results, and field observations to develop a comprehensive understanding of Digital Education 5.0 and its application in tourism vocational education. The participants in this study consisted of 100 students from Tourism Vocational Schools. Data analysis was conducted using descriptive and verification techniques to systematically interpret the findings. The results indicate that the implementation of Digital Education 5.0 provides significant opportunities to improve teaching and learning processes. The integration of advanced technologies such as artificial intelligence, virtual reality, and the Internet of Things supports the development of a technology-based learning ecosystem that enhances students’ motivation, engagement, and participation. Furthermore, innovative pedagogical approaches, including flipped classroom, blended learning, and personalized learning, enable educators to deliver learning materials in more flexible and engaging ways while fostering effective collaboration between teachers and students. However, the transition toward Digital Education 5.0 also presents challenges related to technological readiness and the need for continuous capacity building for both teachers and students.
The Implementation of the Team Assited Individualization Learning Model to Improve Student’s Learning Outcomes Lidia Rambu Day; Priangga Pratama Putra Haryanto
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.616

Abstract

This study aims to examine the effect of the Team Assisted Individualization (TAI) learning model on students’ learning outcomes and analytical thinking skills. The study addresses the limited development of higher-order thinking skills (HOTS), particularly analytical skills (C4), among elementary school students. Although previous studies have shown the effectiveness of the TAI model, its specific impact on analytical skills in science learning remains underexplored. This research employed a quasi-experimental method with a post-test only control group design. The sample consisted of an experimental class and a control class. Data were collected using a validated test instrument and analyzed through normality, homogeneity, and independent samples t-test. The results showed a significant difference between the groups, with a significance value of 0.020 (< 0.05), indicating that the TAI model effectively improves students’ learning outcomes and analytical skills
The Impact of Deep Learning Approach on Student`s Cognitive Abilities in Penerokan Arifannisa; Tri Putri Wahyuni
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.644

Abstract

Traditional teacher-centered instruction often hinders the development of critical thinking, leading to poor cognitive outcomes. At SD 48/1 Penerokan, only 8 of 28 students achieved learning mastery. The purpose of the study was to determine the influence of deep learning learning on the cognitive improvement of students in elementary school. Using a quasi-experimental post-test only control group design, the study compared an experimental class using deep learning with a control group. Results showed the experimental group averaged 74.80, significantly higher than the control group's 67.20. A t-test confirmed a significant difference (0.037 < 0.05). Thus, the deep learning approach effectively enhances students' cognitive abilities.
Implementing the Morning Jarimatika Game as a Finger-Based Numeracy Strategy: A Study at SD 77 Penerokan Ketrin Rinayanti Manullang; Fauziah Anwar
Gateway for Understanding Research in Education Vol. 2 No. 1 (2026): May 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i1.658

Abstract

This study investigates the effectiveness of the Morning Jarimatika Game as a finger-based instructional strategy to improve elementary students’ numeracy skills. Numeracy is essential for solving everyday mathematical problems; however, the structured use of Jarimatika as a daily learning activity remains underexplored, which highlights the novelty of this study. A quantitative approach with a one-group pretest–posttest design was employed, involving 25 students at SD 77 Penerokan. Data were analyzed using descriptive and inferential statistics, including normality, homogeneity, and t-tests, as well as N-gain and effect size calculations. The results show a significant improvement in numeracy skills, with mean scores increasing from 63.20 to 86.00. The data were normally distributed and homogeneous, and the t-test indicated a significant difference (Sig. < 0.001). The effect size was large (Cohen’s d = 2.752), with a moderate N-gain (62.27%). These findings suggest that the Morning Jarimatika Game is an effective numeracy-based instructional strategy that can be applied as a classroom warm-up activity. Future research should include control groups, larger samples, and long-term implementation across diverse educational contexts.

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