Archive

Published DUTIES: Education and Humanities International Journal • 2026

AI as a Metacognitive Mirror: How Students Use AI to Monitor and Repair Reading Comprehension Breakdowns

Admiral Indra Supardan, Ma. Wilma Capati

The increasing availability of artificial intelligence (AI) tools has transformed how EFL students engage with academic reading, yet little is known about how AI shapes learners’ metacognitive processes during reading. This qualitative study conceptualizes AI as a metacognitive mirror and investigates how EFL students use AI to monitor and repair reading comprehension breakdowns. Data were collected from undergraduate EFL students at a public university through academic reading tasks, screen recordings, think-aloud protocols, AI interaction logs, and stimulated recall interviews. Thematic analysis revealed that students used AI to externalize comprehension monitoring by confirming interpretations and articulating sources of confusion. AI also supported comprehension repair through strategy-specific and iterative regulation, enabling learners to request paraphrases, examples, and simplified explanations in response to perceived difficulties. However, the findings also indicate tensions between productive metacognitive support and uncritical reliance on AI, particularly when learners accepted AI-generated explanations without verification. The study contributes to AI-assisted reading research by shifting attention from learning outcomes to metacognitive processes and learner agency. Pedagogical implications highlight the importance of guiding students toward reflective and responsible AI use to support academic reading comprehension.

Published: 01 Mar 2026 View Details

Published DUTIES: Education and Humanities International Journal • 2026

Teachers’ Beliefs and Decisions Regarding Artificial Intelligence Use in Education

Muhammad Abdul Azis, Muhammad Numan

The increasing integration of artificial intelligence (AI) into educational settings has raised important pedagogical and ethical questions, particularly regarding how teachers understand and decide to use AI in their instructional practices. This qualitative study explores teachers’ beliefs about AI use in education and examines how these beliefs shape their instructional decisions. Drawing on semi-structured interviews and thematic analysis, the study reveals that teachers hold nuanced and evaluative beliefs about AI, viewing it as a supportive pedagogical tool while expressing concerns about overreliance, learning quality, and professional responsibility. Rather than adopting AI uncritically, teachers exercise agency through selective integration and pedagogical regulation of AI use, particularly in relation to assessment and student accountability. Teachers’ decisions are shown to be context-sensitive and grounded in humanistic values that emphasize ethical judgment and meaningful teacher–student interaction. The findings suggest that AI use in education is best understood as a belief-driven and value-laden practice rather than a purely technical innovation. This study contributes to educational and humanities-oriented discussions by foregrounding teachers’ professional judgment in shaping responsible and pedagogically sound AI integration.

Published: 01 Mar 2026 View Details

Published GENFABET: Generasi Pendidikan Dasar • 2026

Peningkatan Pembelajaran Aktif melalui Pengembangan Paket Media di Kelas V SD Swasta Pardamean Medan

Kania Tiur Adelia Siringoringo, Romaito Pardosi, Christi Pelita Hutagaol, Sryance Romaster Simarmata, Lidwina Dedea Ginting

This study was conducted at Pardamean Private Elementary School in Medan to analyze the learning process in fifth grade, particularly focusing on the level of student participation during classroom activities. This research employed a descriptive qualitative approach, with data collected through classroom observations and interviews with the fifth-grade teacher, Mrs. Situmorang. The observation results indicated that most students tended to be passive, relying heavily on teacher instructions and showing limited initiative, which led to a predominantly one-way learning process. Although the teacher had made efforts to deliver explanations optimally, student-centered activities were not fully implemented due to limited learning media, time constraints, and variations in student abilities. The learning media used were primarily textbooks and the blackboard. Based on these findings, the study formulated an initial concept of simple learning media, including flash cards, question cards, student discussion sheets, and learning modules, designed to support more interactive classroom learning. In conclusion, the study highlights the need for practical and accessible learning media to encourage active student participation and reduce teacher-centered learning in elementary school classrooms.

Published: 27 Feb 2026 View Details

Published GENFABET: Generasi Pendidikan Dasar • 2026

The Effect of Metacognitive-Based Deep Learning Models in Mathematics Learning on the Academic Resilience of Elementary School Students

Muhammad Bayu, Shinta Mutiara Dewi

Mathematics learning at the elementary level is often associated with anxiety and low academic resilience, which may hinder students’ persistence and performance. Strengthening resilience through innovative instructional models is therefore essential. This study aims to examine the effect of a Metacognitive-Based Deep Learning model on the academic resilience of elementary school students in mathematics. A quantitative true experimental design with a posttest-only control group was employed. The sample consisted of 120 fourth- and fifth-grade students divided equally into experimental and control groups. Data were collected using a 20-item mathematical resilience questionnaire measuring value, struggle, growth, and perseverance. Confirmatory Factor Analysis using PLS-SEM confirmed the validity and reliability of the instrument. Data were analyzed through an independent samples t-test, Cohen’s d effect size, and two-way ANOVA. The results revealed a highly significant difference between groups (p < .001), with a mean difference of 24.233 points and a very large effect size (d = 3.46). The findings indicate that the intervention consistently improved students’ academic resilience across grade levels without significant interaction effects. This study contributes theoretically by reinforcing the role of deep learning integrated with metacognitive strategies in developing non-cognitive competencies in elementary education. Practically, it offers an evidence-based instructional alternative to enhance students’ resilience and reduce mathematics anxiety.

Published: 27 Feb 2026 View Details

Published GENFABET: Generasi Pendidikan Dasar • 2026

Effect of the Realistic Mathematics Education (RME) Learning Model Assisted by Stick Media on Understanding the Concept of Multiplication

Azzahra Septia Hanami, Neha Nurabkafiya

This study is grounded in the need to enhance students’ conceptual understanding of multiplication, which often remains procedural and lacks meaningful comprehension at the elementary level. The research aimed to examine the effect of the Realistic Mathematics Education (RME) model assisted by stick media on students’ understanding of multiplication concepts. A quantitative approach with a quasi-experimental design was employed, involving 64 elementary school students divided into an experimental group and a control group. Data were collected using a validated post-test instrument measuring conceptual understanding. Data analysis techniques included descriptive statistics, Pearson correlation, and simple linear regression to determine the strength and significance of the relationship and predictive contribution of the independent variable. The findings indicate that students taught using the RME model assisted by stick media achieved higher post-test scores compared to those receiving conventional instruction. The regression analysis demonstrates a strong and significant positive effect of the RME model on conceptual understanding, with a substantial proportion of variance explained by the model. These results confirm that contextual learning integrated with concrete manipulatives enhances students’ ability to construct mathematical meaning. The study contributes empirically to the development of mathematics learning strategies by demonstrating the effectiveness of combining RME principles with simple, low-cost media. Its added value lies in providing a practical and theoretically grounded instructional alternative that can be readily implemented to strengthen conceptual learning in elementary mathematics.

Published: 27 Feb 2026 View Details

Published GENFABET: Generasi Pendidikan Dasar • 2026

The Implementation of the Inquiry-Based Learning Model in Improving Elementary School Students' Numeracy and Literacy Skills

Tiara Maharani Suroso, Agata Pritha Kinanditya

This study analyzes the effect of the inquiry-based learning model on elementary school students’ numeracy literacy skills. Using a pre-experimental one-group pretest–posttest design with 30 fifth-grade students, data were collected via essay-based tests. The results showed a significant increase in numeracy literacy, with the average score rising from 59.77 on the pretest to 82.53 on the posttest. Statistical validation through a paired-samples t-test yielded a t-value of -145.275 (p < 0.05), confirming that the improvement was not due to random chance. Furthermore, an N-Gain analysis of 0.788 indicates a high level of improvement. Deeper analysis using the Pearson product–moment correlation revealed a very strong positive relationship of 0.991 (p = 0.000) between pretest and posttest scores. This demonstrates that student progress was highly consistent across the group, meaning the intervention effectively benefited both high- and low-achieving students similarly. These findings suggest that inquiry-based learning effectively enhances numeracy literacy by encouraging active involvement and contextual problem-solving.

Published: 27 Feb 2026 View Details

Published GENFABET: Generasi Pendidikan Dasar • 2026

Exploring Multidimensional Relationships between Educational Situation Perception, Teacher Support, Digital Learning Engagement, and Academic Self-Efficacy in Elementary School

Dita Amelia Putri, Muhammad Alie Muzakki

This study examines the structural relationships among students’ perceptions of the learning environment, perceived teacher support, academic self-efficacy, and students’ engagement in digital learning in elementary school digital learning contexts. A quantitative survey approach was employed, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings reveal that academic self-efficacy significantly predicts students’ participation in digital learning activities. Teacher support significantly contributes to strengthening academic self-efficacy and indirectly influences digital learning engagement through the improvement of students’ academic confidence. In contrast, educational situation perception does not show a significant direct relationship with either academic self-efficacy or digital learning engagement. The sequential mediation pathway involving teacher support and academic self-efficacy is statistically confirmed. The model demonstrates satisfactory explanatory power and predictive relevance. The results suggest that psychologically driven factors supported by effective pedagogical practices play a more central role in fostering students’ digital engagement than contextual perceptions operating independently. These findings highlight the mediating role of academic self-efficacy within the multidimensional framework tested in this study.

Published: 27 Feb 2026 View Details

Declined MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Reimagining Teacher Education in the Digital Era: Integrating Innovation and Technology for Future-Ready Educators

Tri Shandra Utami

The rapid advancement of digital technology has transformed educational landscapes and reshaped the competencies required of future teachers. This study explores how innovation and technology are integrated into teacher education and how these integrations contribute to the development of pedagogical, professional, and digital competencies. Grounded in the frameworks of digital pedagogy and teacher professional learning, this article examines the role of emerging technologies, innovative instructional models, and reflective practices in preparing pre-service teachers for contemporary classrooms. Using a qualitative descriptive approach, data were collected through document analysis and semi-structured interviews with teacher educators and pre-service teachers in a teacher education program. The findings reveal that technology integration promotes collaborative learning, supports reflective practice, enhances instructional design skills, and fosters adaptive teacher agency. However, challenges such as uneven digital literacy, limited institutional support, and pedagogical misalignment remain significant. This study highlights the importance of systematic pedagogical innovation, sustained professional development, and context-sensitive technological adoption in teacher education. The study offers implications for designing transformative teacher education programs that are responsive to the demands of Education 4.0 and beyond.

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Published GENFABET: Generasi Pendidikan Dasar • 2026

Analisis Pengaruh Dimensi Kecemasan Terhadap Sikap Belajar Matematika Siswa Sekolah Dasar

Tri Yanti

This study aims to analyze the effect of anxiety on elementary school students' attitudes in learning mathematics, focusing on two dimensions of anxiety: cognitive and somatic. This study uses a descriptive quantitative approach with a path analysis method based on Partial Least Square (PLS). Data were obtained through a closed questionnaire that had been tested for validity and reliability, and distributed to 50 elementary school students. The results of the analysis showed that cognitive anxiety had a significant effect on students' attitudes (p

Published: 01 Feb 2026 View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Studi Tentang Kesulitan Fokus Anak dalam Pembelajaran: Tinjauan Psikologis dan Edukatif

Adillah Hasibuan, Hilda Zahra Lubis, M. Pd

The advancement of technology and the transformation of learning methods in the modern era have brought positive impacts to children's education. However, these developments also pose challenges, including increasingly complex focus difficulties among children. These focus difficulties affect children's academic, social, and emotional aspects. This study aims to identify the factors contributing to focus difficulties, encompassing psychological and educational aspects, and their impact on the learning process. From a psychological perspective, focus difficulties are often linked to emotional conditions such as anxiety and disorders like ADHD. Meanwhile, educational factors include teaching methods, curricula, and less conducive learning environments. This research employs a literature review method, with data collection conducted by searching, reading, analyzing, and citing relevant information from available literature. The data obtained is analyzed using a content analysis approach. This study highlights the importance of a holistic approach, both through psychological interventions and adjustments in teaching methods, to create a learning environment that supports children's focus abilities. The findings are expected to serve as a foundation for educators, parents, and psychologists in supporting children's optimal development through interactive and adaptive learning strategies.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

DIPLOMASI KULINER SEBAGAI ALAT SOFT POWER: STUDI KASUS PROMOSI MASAKAN INDONESIA DI KOREA SELATAN

A'izzatun Nisa'i

Penelitian ini mengkaji praktik diplomasi kuliner Indonesia di Korea Selatan sebagai instrumen soft power untuk memperkuat citra nasional dan hubungan antar-masyarakat. Menggunakan metode kualitatif dengan desain studi kasus, data dikumpulkan melalui studi pustaka dari berbagai sumber sekunder seperti jurnal ilmiah, laporan pemerintah, dan media massa. Hasil penelitian menunjukkan bahwa diplomasi kuliner Indonesia di Korea Selatan diimplementasikan melalui berbagai saluran, termasuk festival budaya tahunan oleh KBRI Seoul, partisipasi dalam pameran internasional seperti Paviliun ASEAN, peran restoran Indonesia sebagai duta budaya informal, serta kolaborasi strategis seperti sponsor produk kopi dalam drama Korea. Upaya ini melibatkan kolaborasi aktor negara dan non-negara, mulai dari pemerintah hingga komunitas diaspora dan pelaku usaha. Diplomasi kuliner terbukti berkontribusi dalam membangun persepsi positif mengenai keberagaman budaya Indonesia, meningkatkan daya tarik wisata, serta membuka peluang ekonomi di sektor pangan. Meskipun demikian, penelitian ini menyimpulkan bahwa Indonesia masih perlu memperkuat konsistensi program dan strategi branding agar dapat bersaing lebih efektif dengan keberhasilan gastrodiplomasi Korea Selatan (Hallyu) di kancah internasional.

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Declined DUTIES: Education and Humanities International Journal

Exploring the Effectiveness of Mobile-Assisted Language Learning (MALL) on Vocabulary Retention in TEFL Classrooms

Ulfa Mafridoh

Abstract: This study examines the impact of Mobile-Assisted Language Learning (MALL) on vocabulary retention among TEFL learners. Using a mixed-methods design, the research combined quantitative analysis of pre- and post-tests with qualitative data from semi-structured interviews and student reflections. Quantitative results indicated significant improvements in the number of correctly recalled words and retention rates after four weeks of using mobile applications such as Quizlet and Duolingo. Qualitative findings revealed that learners perceived MALL as engaging, flexible, and supportive, enhancing motivation, self-paced learning, and awareness of challenging vocabulary. The study highlights the potential of MALL to complement traditional TEFL instruction, while emphasizing the importance of guided integration to promote disciplined practice and learner autonomy. Implications for curriculum design and future research on technology-assisted vocabulary learning are discussed.

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