Jurnal Research Education Mamminasata is a scientific journal that publishes research findings and scientific studies in the fields of education and sustainable development, focusing on the advancement of knowledge, innovation, and best practices to improve the quality of human resources and community well-being. This journal serves as a platform for academics, researchers, practitioners, and students to disseminate research relevant to issues of education, the environment, social and economic development, and sustainable governance. The focus and scope of Jurnal Research Education Mamminasata include topics such as environmental education, sustainability-oriented curriculum development, community empowerment, natural resource management, development policy, environmentally friendly technological innovation, and local wisdom in sustainable development. Each published article undergoes a rigorous peer-review process to ensure scientific quality, relevance, and originality. Jurnal Research Education Mamminasata is published regularly as an effort to support the dissemination of knowledge and research findings that can make a meaningful contribution to sustainable development at local, national, and global levels
THE IMPACT OF GAMIFICATION ON STUDENTS' MATHEMATICAL REASONING AND SELF EFFICACY: A THREE YEAR LONGITUDINAL STUDY
Gamification has emerged as an innovative strategy in mathematics education, yet evidence regarding its long-term impact on mathematical reasoning and self-efficacy remains limited. This study aimed to examine the effects of gamification integration on both variables through a three-year longitudinal study. Forty 8th-grade students were divided into an experimental group (n = 20) that learned geometry net concepts using the MathChampion platform (points, badges, adaptive leaderboards) and a control group (n = 20) that received conventional instruction. Measurements were taken at pretest and at the end of years one, two, and three using the Mathematical Reasoning Test (MRT) and Mathematics Self-Efficacy Scale (MSES). Linear Mixed Model analysis revealed highly significant time×group interaction effects for mathematical reasoning (F(3,114) = 29.15, p < 0.001) and self-efficacy (F(3,114) = 18.44, p < 0.001). The experimental group improved MRT scores from 52.3 to 84.2 (61% gain) while the control group improved only from 53.1 to 61.5 (16% gain). By the third posttest, between-group differences were very large (Cohen's d = 1.62 for reasoning, 1.24 for self-efficacy). No evidence of fading novelty effects was found; rather, the rate of improvement remained sustained and even accelerated during the second and third years. These findings suggest that gamification designed based on self-determination theory and implemented adaptively can provide lasting cognitive and affective benefits. Practically, teachers are advised to integrate gamification systemically with adaptive elements, focusing on content requiring visual-spatial reasoning. Further research is needed to test effectiveness with broader populations and explore psychological mediation mechanisms.
Copyright (c) 2026 Journal Research Education Mamminasata https://creativecommons.org/licenses/by-nc-sa/4.0
THE ROLE OF AUGMENTED REALITY AND VIRTUAL REALITY IN ENHANCING ECOLOGICAL LITERACY AND PRO-ENVIRONMENTAL BEHAVIOR: A SYSTEMATIC LITERATURE REVIEW
Environmental problems such as climate change, pollution, ecosystem degradation, and biodiversity loss have become global challenges that require effective environmental education. The development of digital technology has provided new opportunities to improve learning through the use of Augmented Reality (AR) and Virtual Reality (VR). These technologies offer interactive and immersive learning experiences that can support the development of ecological literacy and pro-environmental behavior among learners. This study aims to examine the role of AR and VR in improving ecological literacy and pro-environmental behavior through a systematic literature review. The reviewed articles were collected from national and international publications published between 2020 and 2025. The results show that AR and VR have a positive impact on students’ understanding of environmental concepts, learning motivation, ecological awareness, environmental empathy, and pro-environmental behavior. Virtual Reality is commonly used for environmental simulations, climate change education, and ecosystem exploration, while Augmented Reality is widely used for visualizing environmental concepts and supporting interactive learning activities. However, several challenges remain, including limited infrastructure, high technology costs, and the need to improve teachers’ digital competencies. Overall, AR and VR have great potential to support innovative environmental education and promote sustainable behavior among learners.
THE ROLE OF ENVIRONMENTAL HEALTH EDUCATION IN FORMING PRO-ENVIRONMENTAL BEHAVIOR IN URBAN AND RURAL COMMUNITIES
The increasingly complex global environmental problems caused by urbanization, industrialization, increased consumption, climate change, and environmental pollution have driven the importance of fostering pro-environmental behavior in society. Environmental health education is one strategy considered effective in increasing public awareness, knowledge, and behavior towards the environment. This study aims to analyze the role of environmental health education in fostering pro-environmental behavior in urban and rural communities through a Systematic Literature Review (SLR) approach. The research method was carried out by reviewing 20 national and international scientific articles published in the 2020–2025 period. The literature was obtained from the Scopus, ScienceDirect, SpringerLink, Google Scholar, Frontiers, and SINTA-indexed journal databases. The analysis was carried out through a process of identification, selection, article quality evaluation, data extraction, and narrative synthesis. The results of the study indicate that environmental health education has a significant effect on increasing environmental literacy, ecological awareness, waste management behavior, healthy sanitation practices, natural resource conservation, and community participation in environmental conservation activities. In urban communities, digital technology and social media-based education are more effective in increasing pro-environmental behavior, while in rural communities, community-based approaches and local wisdom are more dominant in shaping environmentally adaptive behavior. This study concludes that environmental health education is a crucial instrument in developing sustainable pro-environmental behavior. Therefore, contextual educational strategies tailored to the community's sociocultural characteristics are needed to increase the effectiveness of environmental health programs.
INNOVATION OF ELEMENTARY SCHOOL LEARNING MEDIA THROUGH THE USE OF ARTIFICIAL INTELLIGENCE: A LITERATURE REVIEW
This study focuses on exploring the role of artificial intelligence in reformulating the learning media approach at the elementary education level. This study uses a qualitative descriptive method through a search for scientific literature published in the last five years. The analysis was carried out using a content analysis approach that aims to reveal thematic patterns and potential implementation of artificial intelligence in the learning process. The results of the study indicate that the application of this technology can facilitate a more responsive, adaptive, and needs-based learning experience for students. Recommendations are directed at improving the capabilities of digital educators to support the development of artificial intelligence-based education.
Artificial intelligence; learning innovation; basic education; digital media; technological literacy;
THE EXISTENCE OF PROBLEM-BASED LEARNING, DISCOVERY LEARNING, CASE-BASED METHOD, AND PROJECT-BASED LEARNING IN MEASURING STUDENTS' HIGHER-ORDER THINKING SKILLS IN GEOGRAPHY
Geography learning encompasses complex physical, environmental, and social dimensions that require students to develop higher-order thinking skills (HOTS) to address environmental and spatial challenges in the 21st century. However, geography instruction in practice often remains teacher-centered and monotonous, resulting in low student engagement and an excessive emphasis on memorization. Therefore, innovative learning models oriented toward critical thinking and problem-solving skills—such as Problem-Based Learning (PBL), Discovery Learning, Case-Based Learning (CBL), and Project-Based Learning (PjBL)—are needed to promote active and meaningful learning. This study aims to: (1) identify the proportion of research focusing on the development and application of HOTS-oriented learning models in geography education; (2) analyze the advantages of PBL, Discovery Learning, CBL, and PjBL in geography learning; and (3) formulate effective strategies for implementing these learning models. The study employed a qualitative meta-synthesis approach supported by comparative quantitative analysis (meta-review) to synthesize findings from various empirical studies. The results indicate that the application of PBL, PjBL, Discovery Learning, and CBL significantly enhances the quality of geography learning processes and outcomes. These learning models encourage students to actively construct knowledge through problem-solving, concept discovery, project development, and analysis of real-world cases relevant to physical and social geographic phenomena. Moreover, the implementation of these models contributes to the development of HOTS, spatial literacy, analytical skills, collaboration, and data-driven decision-making. Consequently, the strategic and proportional integration of these learning models, aligned with learning objectives and material characteristics, is essential to realizing innovative, participatory, and contextually meaningful geography education that responds to contemporary challenges
PROBLEM-BASED LEARNING AS A LEARNING STRATEGY: A SYSTEMATIC LITERATURE REVIEW OF ITS EFFECTS ON CRITICAL THINKING AND ACADEMIC ACHIEVEMENT
<a href="https://pp.jlikess.com/index.php/jmmm/Problem-Based Learning (PBL) is an innovative learning strategy that places real-world problems as the starting point of the learning process to encourage active student engagement and independence. This study aims to examine and synthesize empirical evidence regarding the effect of PBL on students' critical thinking skills and academic achievement through a systematic literature review approach. The method used refers to the PRISMA guidelines with a literature search conducted in four reputable electronic databases, namely Google Scholar, ERIC, Scopus, and SAGE Journals, covering publications from 2015 to 2024. Of the 214 identified articles, 32 articles met the inclusion criteria and were analyzed using a narrative synthesis method. The review results showed that 81.25% of studies reported that PBL had a significant effect on improving critical thinking skills, while 68.75% of studies reported a positive effect on student academic achievement. The effectiveness of PBL is influenced by four main factors: the quality of problem design, teacher pedagogical competence, student characteristics, and learning time allocation. Inconsistencies in findings across studies were associated with inappropriate assessment instruments and teachers' lack of preparedness as facilitators. This review concludes that PBL is an effective and relevant learning strategy for widespread implementation, with recommendations for ongoing teacher training and the development of a more flexible curriculum to optimize the implementation of PBL at various levels of education.">Problem-Based Learning (PBL) is an innovative learning strategy that places real-world problems as the starting point of the learning process to encourage active student engagement and independence. This study aims to examine and synthesize empirical evidence regarding the effect of PBL on students' critical thinking skills and academic achievement through a systematic literature review approach. The method used refers to the PRISMA guidelines with a literature search conducted in four reputable electronic databases, namely Google Scholar, ERIC, Scopus, and SAGE Journals, covering publications from 2015 to 2024. Of the 214 identified articles, 32 articles met the inclusion criteria and were analyzed using a narrative synthesis method. The review results showed that 81.25% of studies reported that PBL had a significant effect on improving critical thinking skills, while 68.75% of studies reported a positive effect on student academic achievement. The effectiveness of PBL is influenced by four main factors: the quality of problem design, teacher pedagogical competence, student characteristics, and learning time allocation. Inconsistencies in findings across studies were associated with inappropriate assessment instruments and teachers' lack of preparedness as facilitators. This review concludes that PBL is an effective and relevant learning strategy for widespread implementation, with recommendations for ongoing teacher training and the development of a more flexible curriculum to optimize the implementation of PBL at various levels of education.
Problem-Based Learning, Critical Thinking, Academic Achievement, Systematic Literature Review, Learning Strategy
DEVELOPMENT OF AN ADVANCE ORGANIZER–BASED MIND MAPPING LEARNING MODEL TO ENHANCE MEANINGFUL MATHEMATICS LEARNING IN ELEMENTARY SCHOOL STUDENTS
Meaningful mathematics learning in elementary schools remains a challenge because classroom practices often emphasize procedural skills rather than conceptual understanding. Integrating the Advance Organizer strategy with mind mapping techniques is considered a promising approach to help students connect prior knowledge with new mathematical concepts more meaningfully. This study aims to develop and evaluate an Advance Organizer–based Mind Mapping learning model to enhance meaningful mathematics learning among elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study was conducted at SDN 15 Bonto Jai during October–November 2025. The participants consisted of 72 fifth-grade students and three mathematics education experts who served as validators. Data were collected through expert validation sheets, classroom observation instruments, teacher and student response questionnaires, and mathematics learning outcome tests. Data were analyzed using descriptive statistics and effectiveness testing through a paired sample t-test. The results indicated that the developed learning model achieved a high level of validity (mean expert validation score = 3.78 out of 4.00), high practicality (teacher and student response rate = 91%), and strong effectiveness. Students’ meaningful mathematics learning outcomes improved significantly after the implementation of the model (t = 9.64, p < 0.001). These findings demonstrate that the Advance Organizer–based Mind Mapping learning model is valid, practical, and effective in improving meaningful mathematics learning for elementary school students.
EDUCATIONAL TECHNOLOGY AS AN ENABLER OF ENTREPRENEURIAL LEARNING: LITERATURE REVIEW ON PEDAGOGICAL INNOVATION AND THE FORMATION OF AN ENTREPRENEURIAL MINDSET
The rapid advancement of digital technology has transformed the educational landscape and opened new opportunities for developing entrepreneurial competencies. This study aims to map, synthesize, and evaluate empirical evidence regarding the role of Educational Technology (EdTech) as an enabler in entrepreneurial learning through a systematic literature review (SLR) guided by the PRISMA framework. Literature searches were conducted across five academic databases—Scopus, Web of Science, ERIC, Google Scholar, and IEEE Xplore—covering publications from 2014 to 2024, yielding 47 articles that met the inclusion criteria. The findings reveal four dominant EdTech clusters: business simulation and gamification platforms, online collaboration tools, adaptive artificial intelligence systems, and open learning ecosystems. When integrated with active pedagogical approaches such as project-based learning, flipped classrooms, and design thinking, these technologies consistently strengthen entrepreneurial self-efficacy, innovative orientation, and risk tolerance. However, effectiveness is moderated by digital infrastructure readiness, educator competency, and institutional support. This study concludes that EdTech functions not merely as a content delivery tool, but as a structural enabler that reconfigures how entrepreneurial knowledge and identity are constructed.
TRANSFORMING ENTREPRENEURSHIP EDUCATION THROUGH EDUCATIONAL TECHNOLOGY: A LITERATURE REVIEW OF STRATEGIES, EFFECTIVENESS, AND POLICY IMPLICATIONS
Background: The integration of educational technology (EdTech) in entrepreneurship education has grown significantly, yet systematic evidence on the effectiveness of various implementation strategies remains fragmented, particularly in developing country contexts. Purpose: This study aims to map EdTech implementation strategies in entrepreneurship education, evaluate their effectiveness based on empirical evidence, and formulate relevant policy implications. Methods:A systematic literature review (SLR) was conducted following PRISMA guidelines, searching four electronic databases — Scopus, Web of Science, ERIC, and Google Scholar — covering publications from 2013 to 2024. Of 1,247 articles identified, 48 met the inclusion criteria and were synthesized thematically. Results: Five dominant strategies were identified: e-learning and MOOCs (72.9%), blended learning (64.6%), digital business simulations and gamification (58.3%), virtual/augmented reality (29.2%), and AI-based adaptive learning (22.9%). Blended learning and simulation-based strategies consistently demonstrated the strongest effectiveness, particularly for cognitive and affective outcomes. Long-term behavioral outcomes were measured in only 25% of studies. Conclusion: EdTech integration positively impacts entrepreneurship learning outcomes, though evidence on actual entrepreneurial behavior remains limited, underscoring the need for evidence-based national policy standards.
SOCIOECONOMIC INEQUALITY: THE MEDIATING ROLE OF LEARNING MOTIVATION IN ACADEMIC ACHIEVEMENT
This study re-examines the role of socioeconomic inequality in shaping academic achievement by introducing learning motivation as a key mediating mechanism. While socioeconomic status has long been recognized as a major determinant of educational outcomes, existing research often assumes a direct and deterministic relationship, overlooking the internal processes through which external conditions influence learning. This study addresses this gap by proposing an integrative model that links socioeconomic inequality, learning motivation, and academic achievement in higher education. Using a quantitative approach, this study employs a cross-sectional survey design involving undergraduate students. Data are collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine both direct and indirect relationships among variables. Socioeconomic inequality is operationalized through indicators such as access to resources, financial stability, and educational background, while learning motivation is conceptualized as a multidimensional construct encompassing intrinsic motivation, persistence, and engagement. The findings indicate that the direct effect of socioeconomic inequality on academic achievement is limited, while its indirect effect through learning motivation is substantial. Learning motivation emerges as a central mechanism that transforms structural conditions into academic outcomes, suggesting that students’ internal engagement plays a more decisive role than external resources alone. This study contributes to the literature by challenging deterministic views of educational inequality and advancing a mediated and process-oriented understanding of academic achievement. The findings highlight the need for educational policies that move beyond resource provision toward fostering student motivation as a key driver of learning.
Socioeconomic Inequality, Learning Motivation, Academic Achievement, Mediation, Higher Education
A STUDY OF LITERATURE REVIEW OF THE USE OF PROBLEM BASED LEARNING MODEL FOR HIGHER ORDER THINKING SKILLS IN GEOGRAPHY MATERIAL
Geography learning examines the reciprocal interactions between humans and space which form the basis for understanding a phenomenon that requires high-level thinking skills with PBL (Problem Based Learning). However, the development and application of these models are still dominated by physical and environmental geography materials, while social geography materials receive relatively less attention. Therefore, this study aims to synthesize the latest literature (2020–2025) to compare the determinants of the proportion of PBL-based research on physical/environmental geography and social geography materials, analyze the factors that influence this development gap, and formulate strategies for using higher-order thinking learning models in the application of social geography materials. The study uses a meta-synthesis approach to summarize qualitative and quantitative findings from various research results. The results show that 76% of PBL applications use physical/environmental geography material. One of the main strategies is the design of authentic problems based on spatial social phenomena, such as urbanization, regional inequality, spatial utilization conflicts, and socio-cultural changes. These issues can encourage students to conduct cause-and-effect analysis, policy evaluation, and data-based decision making, as well as spatial data integration and local case studies, for example through the use of thematic maps, population data, current news, and field observation results. This approach allows students to relate social concepts to spatial realities, thereby improving their critical and reflective thinking skills. The results of this study are expected to contribute to strengthening the balance of holistic and integrative geography learning development in both physical/environmental geography and social geography materials.
THE UTILIZATION OF DIGITAL TECHNOLOGY IN THE DEVELOPMENT OF MSMES IN THE MAMMINASATA AREA
opportunities, particularly in the Mamminasata region which consists of Makassar, Maros, Gowa, and Takalar. However, many MSMEs still face challenges such as limited market access, low technological literacy, and limited business innovation. The rapid development of digital technology provides new opportunities for MSMEs to improve their competitiveness through the utilization of digital platforms such as social media, e-commerce, and digital payment systems. This study aims to analyze the utilization of digital technology in the development of MSMEs in the Mamminasata area. This research uses a quantitative descriptive method with a survey approach involving MSME actors as respondents. Data were collected through questionnaires and analyzed using descriptive statistical techniques to identify the level of digital technology adoption among MSMEs. The results show that the majority of MSMEs have begun to utilize digital technology, particularly social media and online marketplaces, as marketing tools to expand their market reach and increase sales performance. Furthermore, the use of digital payment systems also contributes to improving transaction efficiency and customer convenience. The study concludes that digital technology plays a significant role in supporting the growth and competitiveness of MSMEs in the Mamminasata region, although continuous support in the form of digital literacy training and infrastructure development is still required.rize the main finding of the study in 1 concise sentence
EDUCATIONAL STRATEGY AND THE ROLE OF TAX DIGITALIZATION IN IMPROVING TAX COMPLIANCE OF MSMes IN INDONESIA
Purpose: The Directorate General of Taxes (DGT) has implemented various digital services such as e-Filing, e-Billing, e-Invoice, and the DJP Online application to improve service effectiveness and taxpayer compliance, particularly for MSMEs, which are a pillar of the national economy. This article aims to analyze the strategy and role of tax digitalization in improving tax compliance among MSMEs in Indonesia and identify obstacles faced in its implementation. Methods: The method used is a literature review based on the latest scientific journals. Results: The analysis results show that tax digitalization can improve ease of access, time efficiency, transparency, and accuracy of tax administration. The results indicate that several challenges remain, such as low digital literacy, limited tax understanding, and technological infrastructure readiness among some MSMEs. Conclusion: This article provides recommendations for the government to strengthen education, mentoring, and the development of digital tax features to be more adaptive to the needs of MSMEs.
STUDENT LEARNING MOTIVATION FROM AN EDUCATIONAL PSYCHOLOGY PERSPECTIVE LITERATURE REVIEW ON THEORY, DETERMINANT FACTORS, AND TEACHER INTERVENTION STRATEGIES
Learning motivation is a key factor in determining the quality of students' learning processes and outcomes and is a primary focus in educational psychology studies. Various theories and empirical findings indicate that learning motivation is influenced by complex interactions between internal factors in students and external factors in the learning environment, particularly the role of teachers. The purpose of this article is to comprehensively examine student learning motivation from an educational psychology perspective through a literature review covering key theories, determinants, and teacher intervention strategies. The method used is a literature review by examining relevant scientific articles, academic books, and reputable publications from 2000–2024. The results of the study indicate that self-determination theory, expectancy-value theory, and self-efficacy are the dominant conceptual frameworks in explaining learning motivation. Motivational determinants include self-efficacy, self-regulation, task value, the quality of teacher-student relationships, and classroom climate. Effective teacher intervention strategies include supportive learning for autonomy, formative feedback, cooperative learning, and a growth mindset approach. This study confirms that learning motivation is dynamic and can be enhanced through planned and theory-based pedagogical interventions.
SOCIAL AND ECONOMIC DETERMINANTS OF ACADEMIC ACHIEVEMENT: THE ROLE OF LEARNING MOTIVATION
Background: This study examines the influence of social and economic factors on academic achievement, with learning motivation as a mediating variable in higher education. Academic achievement is increasingly understood as a multidimensional outcome shaped not only by cognitive abilities but also by students’ socio-economic background and internal psychological processes. Purpose: However, existing studies often treat these determinants separately, resulting in a limited understanding of how external conditions are translated into learning outcomes. Social factors are operationalized through peer support and social environment, while economic factors are represented by socioeconomic status and access to educational resources. Learning motivation is examined as a key mediating variable linking these external conditions to academic achievement. Methods: This study adopts a quantitative approach using a cross-sectional survey design involving undergraduate students. Data are collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM) to examine both direct and indirect relationships among variables.. Results: This section should describe the research design, target population, sample and data sources, data collection techniques and instruments, as well as the procedures or techniques of data analysis used in the study. The findings are expected to demonstrate that social and economic factors significantly influence academic achievement, both directly and indirectly through learning motivation. This study contributes to the literature by proposing an integrative framework that connects social, economic, and psychological dimensions of learning. Conclusion: The results offer important implications for educational policy and practice, particularly in addressing educational inequality and improving student outcomes in higher education.
STUDENTS’ PERCEPTIONS OF TECHNOLOGY INTEGRATION IN LEARNING AND ITS IMPACT ON LEARNING QUALITY IN HIGHER EDUCATION
Purpose: This study aims to analyze students’ perceptions of technology integration in higher education and its contribution to learning quality. The study is motivated by the increasing adoption of digital technologies in learning environments, which require a deeper understanding of how students experience and respond to technology-enhanced instruction. Methods: This study employs a qualitative-dominant mixed-method approach. Data were collected through semi-structured interviews with three selected informants, classroom observations, and a supporting questionnaire involving 55 students selected through purposive sampling. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed descriptively to identify general trends in students’ perceptions. Results: The findings indicate that students generally hold positive perceptions of technology integration, particularly in terms of flexibility, accessibility, and engagement. Technology enhances learning participation through interactive digital platforms, improves learning effectiveness by enabling access to multimodal and revisitable content, and fosters independent learning by encouraging self-directed study. However, challenges such as unequal access to digital resources and variations in lecturers’ technological competence were also identified. Conclusion: This study concludes that technology integration contributes to learning quality through the interconnected dimensions of participation, effectiveness, and learner autonomy, provided that it is supported by appropriate infrastructure and aligned with pedagogical practices and students’ needs.
THE EFFECT OF BUSINESS FEASIBILITY STUDY, ECONOMIC LITERACY, AND TECHNOLOGICAL READINESS ON MSME BUSINESS SUSTAINABILITY IN THE ERA OF GLOBAL COMPETITION
Purpose: This study aims to analyze the effect of business feasibility studies, economic literacy, and technological readiness on the business sustainability of Micro, Small, and Medium Enterprises (MSMEs) in Rappocini District, Makassar City. The background of this study is driven by global competition challenges that require MSMEs to possess adaptive capabilities, well-structured business planning, and effective utilization of digital technology. Methods: This study employs a quantitative approach using Structural Equation Modeling–Partial Least Squares (SEM-PLS) and involves 223 MSME actors selected through purposive sampling. Data were collected using a Likert-scale questionnaire (1–4) and analyzed through outer model and inner model evaluation using SmartPLS. Results: The results indicate that all three independent variables significantly affect business sustainability, with technological readiness being the most dominant factor, followed by business feasibility studies, while economic literacy shows a smaller yet still significant effect. The R-square value of 0.933 confirms that technological readiness, economic literacy, and business feasibility studies explain 93.3% of the variance in MSME business sustainability. Conclusion: This study concludes that enhancing technology utilization, strengthening business feasibility analysis, and improving economic literacy are crucial strategies in promoting MSME sustainability in the era of global competition.
ENHANCING STUDENTS’ LEARNING MOTIVATION THROUGH THE IMPLEMENTATION OF QUIZ TEAM GAMES TOURNAMENT-BASED LEARNING MEDIA (SNAKES AND LADDERS) IN ECONOMICS LEARNING AT SMA NEGERI 8 MAKASSAR
Purpose: Students at various levels of education can use the Team Games Tournament (TGT) learning model, which aims to improve student collaboration through interaction. Snakes and Ladders is a type of learning media that can be used as a learning aid. Each square in the Snakes and Ladders game has questions that each player must pass and answer. By using the Snakes and Ladders learning media, this study aims to help students become more enthusiastic about learning. Methods: This research was conducted at SMA Negeri 8 Makassar with 37 10th-grade social studies students in one class. Data for this study were collected qualitatively through documentation, interviews, and observations. Results: Research findings indicate that students' enthusiasm for learning increases, their understanding of the subject matter improves, and learning becomes more enjoyable. Therefore, it can be said that the snakes and ladders learning material is highly suitable for increasing student motivation, particularly in economics. Conclusion: The availability of learning materials on snakes and ladders can increase student interest in learning economics. Unlike previous learning methods that relied solely on teacher lectures, the snakes and ladders learning materials captivated students. Students enthusiastically played and answered verbal questions posed by rolling dice during the distribution of the snakes and ladders learning materials using the Team Games Tournament (TGT) approach.
THE ROLE OF TAX EDUCATION AND SOCIALIZATION IN THE EVALUATION OF VALUE ADDED TAX (VAT) POLICY
Purpose: This study aims to evaluate the Value Added Tax (VAT) policy and its relevance to Indonesia's economic growth. The analysis focuses on policy changes and their impact on state revenues, household consumption, businesses, and macroeconomic indicators. Methods: The method used is a literature review with a descriptive-analytical approach, drawing on scientific journals, official reports, and the latest tax regulations. Results: The results indicate that VAT reform through tariff adjustments, tax base expansion, and administrative digitization has successfully increased fiscal revenues. However, this policy has also triggered price pressures, decreased purchasing power, and uneven impacts across income groups and business sectors, particularly MSMEs. The findings also indicate that the contribution of VAT to economic growth is not linear and is strongly influenced by policy design, macroeconomic conditions, and the effectiveness of its implementation. Conclusion: The effectiveness of VAT policy requires a balance between fiscal objectives, price stability, and protection of vulnerable groups.
PROBLEMS OF LEARNING ECONOMICS: THE GAP BETWEEN THEORY AND PRACTICE
Economics learning at the senior high school level faces a fundamental problem in the form of a gap between theoretical and applied approaches, which impacts the overall low economic competence of students. This study aims to explore three main dimensions of the problem: the multidimensional factors underlying and perpetuating the theory-practice gap, the impact of the gap on student competence across cognitive, affective, and psychomotor dimensions, and alternative pedagogical strategies and models that have the potential to bridge the gap within the Indonesian education context. The method employed is a systematic literature review, databases covering the period 2020–2025, analyzed using content analysis and narrative synthesis techniques. The findings reveal that the theory-practice gap stems from a complex interaction between curriculum designs that are not yet fully operational, assessment cultures oriented toward rote memorization, limited teacher pedagogical competence, and resource disparities between urban and rural schools. The resulting impacts are cumulative and cross-dimensional: cognitively weakening knowledge transfer ability and economic literacy, affectively eroding students' intrinsic motivation, and psychomotorically hindering the development of economics-based life skills. The study also identifies that Problem-Based Learning, Project-Based Learning, and strategic digital technology integration are effective alternative pedagogical models, but only optimal when supported by authentic assessment reform and sustained professional learning communities for teachers. These findings affirm that meaningful transformation of economics learning requires a holistic and synergistic reform of the entire educational ecosystem, not merely partial changes in teaching methods
TRANSFORMATION OF EDUCATION IN THE DIGITAL ERA: LITERATURE REVIEW ON THE ROLE OF TECHNOLOGY IN SHAPING THE COMPETENCE OF THE FUTURE GENERATION
Educational transformation in the digital era is an unavoidable phenomenon, along with the rapid development of information and communication technology that has penetrated all aspects of human life, including the world of education. This study aims to systematically examine the role of technology in shaping the competencies of future generations through a systematic literature review (SLR) approach with the PRISMA protocol. A literature search was conducted through four academic databases: Scopus, Web of Science, ERIC, and Google Scholar, with a publication period from 2020 to 2025, resulting in 27 final articles that met all inclusion criteria. Analysis using a thematic synthesis approach yielded five main themes: the shift in technology-based learning paradigms, the development of digital competencies for future generations, the impact of the COVID-19 pandemic as a catalyst for transformation, the penetration of artificial intelligence in personalized learning, and the supporting and inhibiting factors of digital transformation in education. The study results show that the effectiveness of technology in education is largely determined by the quality of pedagogical design, the digital competency of educators, and the readiness of equitable infrastructure. Sustainable digital transformation in education requires a systemic approach that simultaneously integrates technological, pedagogical, policy, and social inclusion dimensions.
The Role of Traditional Sports Games in Developing Cooperation and Sportsmanship
Background: Physical education learning in elementary schools has not fully optimized culturally based approaches to instill cooperation and sportsmanship values, even though these values are essential for shaping students’ social character from an early age. Purpose: This study aimed to analyze the role of traditional sports games in developing cooperation and sportsmanship among students at UPTD SDN 144 Barru. Methods: This study employed a descriptive qualitative design involving students from grades IV, V, and VI, a physical education teacher, and the school principal. Data were collected through structured observation, semi-structured interviews, and documentation of learning activities. Data analysis was conducted through data reduction, data display, and conclusion drawing, supported by source and technique triangulation to ensure data validity. Results: The findings indicated that the implementation of traditional sports games such as gobak sodor, bentengan, and tug of war enhanced students’ cooperation through group communication, role distribution, and team strategies, while fostering sportsmanship through rule compliance, honesty, and fair acceptance of winning and losing. Conclusion: Traditional sports games are effective learning media in physical education for developing cooperation and sportsmanship among elementary school students.
traditional sports games, cooperation, sportsmanship, physical education, elementary school
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Validity And Reliability Analysis Of Biology Test And Non-Test Instruments On Human Respiratory System Learning At SMA Negeri 3 Parepare
Learning evaluation plays a fundamental role in ensuring the quality of educational processes and outcomes. This study aimed to analyze the validity and reliability of test and non-test instruments used to evaluate Biology learning on the human respiratory system at SMA Negeri 3 Parepare. The instruments analyzed consisted of 20 multiple-choice test items and 20 student attitude questionnaire items. A descriptive quantitative research design was employed. Item validity was examined using the Pearson Product Moment correlation, while instrument reliability was analyzed using Cronbach’s Alpha. The results showed that 15 out of 20 test items (75%) and 17 out of 20 questionnaire items (85%) met the validity criteria. The reliability coefficients were 0.86 for the test instrument and 0.88 for the non-test instrument, both classified as very high. These findings indicate that the instruments are suitable for evaluating Biology learning on the human respiratory system, although several items require revision. Continuous development and periodic testing of evaluation instruments are recommended to maintain the quality of learning assessment.
Teaching Listening Comprehension Through Tqlr (Tune In, Question, Listen, Review) Strategy For Vicational High School Students
Background: The TQLR (Tune In, Question, Listen, Review) strategy can enhance listening comprehension among first-grade students at SMK Kartika XX-1 Wirabuana. Purpose: The research aims to determine whether the implementation of this instructional strategy can significantly improve students' listening skills. Methods: A quantitative research design was employed, involving pre- and post-tests to measure listening comprehension levels. Results: The result of data analysis showed that at level of significance 0,05 with the degree of freedom (df)=N-1 where N=29, there was a substantial difference between pre-test and post-test by using the TQLR strategy. The t-test value was higher than t-table. It means that alternative hypothesis (H 1) was accepted and the null hypothesis (H O) was rejected Conclusion: The findings indicate a statistically significant improvement in students' listening abilities, suggesting that the TQLR strategy is an effective pedagogical approach.
Analysis The Impact Of Infrastructure Damage On Humanitarian Logistics Performance In The Disaster Response Phase
The Tapanuli region is highly vulnerable to simultaneous flood and landslide disasters that paralyze vital infrastructure. This condition critically impedes humanitarian logistics during the response phase, yet its quantitative impact is not well understood. This study aims to analyze the influence of infrastructure disruption on logistics performance (time, cost, coverage) and to identify critical bottlenecks. The methodology is a quantitative GIS-based simulation study with three scenarios: Normal, Low Damage, and High Damage. Network analysis and linear regression were applied to measure the impact of each scenario. The results show that infrastructure disruption has a highly significant negative impact on logistics performance. In the high-damage scenario, a "cliff effect" was observed, with service coverage plummeting to just 60%, isolating 40% of the study area, and average travel time increasing by nearly 600%. These findings demonstrate the systemic vulnerability of centralized logistics strategies and recommend a shift towards decentralized preparedness to enhance supply chain resilience.
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Relationship Between Learning Interest and Numerical Ability and Mathematics Achievement of Fifth-Grade Students in Public Elementary Schools in Pangkep Regency
This study investigates the relationship between learning interest and numerical ability with mathematics learning achievement among fifth-grade students in public elementary schools in Pangkep. Using a quantitative correlational design, the research involved 120 students selected through proportional random sampling. Data were collected using a learning interest questionnaire and a standardized numerical ability test, while mathematics achievement data were obtained from students’ final semester scores. The results show that learning interest significantly correlates with mathematics achievement (r = 0.48, p < 0.05), numerical ability also shows a strong correlation with achievement (r = 0.62, p < 0.05), and both variables together significantly contribute to mathematics achievement (R = 0.71). These findings emphasize the importance of fostering positive learning attitudes and strengthening students’ basic numerical skills to improve mathematics outcomes in elementary schools
learning interest, numerical ability, mathematics achievement, elementary school
Literature Review of the Utilization of Eco-Friendly Technology in Automotive Engineering Learning
The growing demand for a sustainability-oriented automotive industry requires vocational high school (SMK) students to master environmentally friendly technologies. This study analyzes the implementation of green automotive technology in learning and identifies the media, methods, and supporting factors that strengthen students’ green skills. Using a descriptive qualitative approach, the research collects primary data through interviews and observations with teachers and instructors, and secondary data from curriculum documents, teaching modules, and relevant literature. Data were examined using content and thematic analysis with source triangulation. The findings show that integrating Green TVET principles into the curriculum and laboratory activities, supported by digital modules, practical simulators, and electric vehicle conversion projects, effectively enhances students’ conceptual understanding, practical competence, and environmental awareness. The Teaching Factory model strengthens experiential learning by providing industry-like environments that allow students to apply theory directly to practice. Teacher competence both technical and digital emerges as a key factor in successful implementation. Although challenges such as limited laboratory infrastructure and varied digital literacy remain, the adoption of environmentally friendly technologies offers significant opportunities to equip students with relevant green skills. Overall, this study demonstrates that embedding sustainability-based competencies in automotive engineering education can produce adaptive and competent graduates aligned with the future needs of the green automotive industry.
Automotive engineering education, Digital Modules, Environmentally Friendly Technology, Green Skills, Green TVET
Literature Review of Workshop Waste Management in Automotive Engineering Education
This study aims to review the condition of waste management of automotive workshops from various empirical studies and assess its implications for automotive engineering education workshops. The problems raised focus on the non-optimal management of B3 waste such as used oil, solvents, batteries, and contaminated fabrics, both in public workshops and educational workshops. The method used is a systematic literature review by analyzing seven valid scientific articles published in the 2022–2025 period and relevant to the topic of automotive workshop waste. The results of the study show that most public workshops still manage waste conventionally without sorting, labeling, standard storage, or cooperation with licensed waste managers. In educational workshops, waste management SOPs are available but have not been implemented consistently, while waste documentation and supervision of student practices are still weak. These findings affirm the need to integrate waste management into the automotive practice curriculum, improve student environmental literacy, provide adequate waste storage facilities, and formalize cooperation with B3 waste managers. This research provides directions for the development of a more systematic and sustainable educational workshop waste management model.
Automotive, B3 Waste, Engineering Education, Waste Management, Workshop Waste
Transforming Technology-Based Learning Products: Trends, Innovations, and Challenges of the 21st Century
Background: The transformation of technology-based learning products has become increasingly essential as education systems strive to meet the demands of 21st-century competencies, particularly critical thinking, creativity, collaboration, and digital literacy. However, the integration of technology still faces challenges related to teacher readiness, infrastructure availability, and the effectiveness of digital instructional models. Purpose: This study aims to analyze the trends, innovations, and challenges surrounding the development of technology-based learning products in modern education. Methods: A systematic literature review design was employed by examining 45 national and international articles published between 2018 and 2024 focusing on digital learning models, educational technology innovations, and classroom implementation. Data were analyzed using thematic coding to identify emerging patterns and core issues. Results: The findings indicate that technologies such as Learning Management Systems (LMS), artificial intelligence, augmented reality, and mobile learning significantly enhance interactivity and personalization in learning; however, major barriers include low digital competence among teachers, limited access to devices, and inadequate curriculum alignment. Conclusion: The transformation of technology-based learning products has a positive impact on learning quality, yet requires systemic support to ensure sustainable and effective implementation.
educational technology, learning transformation, digital innovation, 21st-century skills, learning models
Evaluation of The Validity and Reliability of Biology Learning Instruments at SMA Negeri 6 Bantaeng
This study aims to evaluate the quality of a multiple-choice Biology learning achievement test instrument through validity and reliability tests. The method used was quantitative descriptive, with 20 grade XII students of SMA Negeri 6 Bantaeng as research subjects. The research instrument consisted of 20 multiple-choice items. Item validity was tested using Pearson Product Moment correlation, while reliability was calculated using the KR-21 formula. The results showed that 11 items (55%) were declared valid with a correlation coefficient ≥ 0.602, and 9 items (45%) were invalid. The instrument's reliability coefficient of 0.82 was classified as very high. The study concludes that the evaluated Biology learning assessment instrument has excellent reliability; however, revision of the invalid items is required to enhance the quality of measurement. The development of valid and reliable instruments is crucial for supporting learning effectiveness and the accuracy of learning outcome assessment.
Instrument Evaluation, Validity, Reliability, Biology Learning, Multiple Choice Questions.