Open Access

Article

Article ID: 2193

Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

by Moh. Ferdi Hasan

Forum for Education Studies, Vol.3, No.3, 2025;

This research evaluates and analyzes (1) how classroom teachers formulate strategies to instill NU-Muhammadiyah ideological values in their respective elementary schools; (2) how these teachers implement strategies for instilling NU-Muhammadiyah values; and (3) how they evaluate the effectiveness of these strategies. Using a qualitative approach with a multi-case study design, this research studied 12 classroom teachers from NU- and Muhammadiyah-based elementary schools in Jember, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document study. Data analysis employed both single-case and cross-case analysis with spiral techniques, including data management, reading and coding, reduction, description, classification, interpretation, presentation, and conclusion. Data validity was verified through credibility, transferability, dependability, and confirmability tests. Results show that (1) teachers formulate ideological strategies based on three stages: external-internal analysis of ideological sources, establishment of vision-mission aligned with strategic policies, and incorporation of philosophical-ideological values including Tauhid, Maslahat, Dakwah, Nationalism, Humanism, Modernism, Musyawarah, and Tawakkal; (2) implementation strategies involve classroom-based approaches, including curriculum integration, pedagogical methods, and assessment techniques that reflect ideological values; (3) evaluation strategies involve systematic monitoring, clarification, performance measurement, and corrective actions to ensure alignment with ideological foundations.

Open Access

Perspective

Article ID: 1929

Educational data mining in CALL assessment

by Eunjeong Park

Forum for Education Studies, Vol.3, No.3, 2025;

The deployment of data mining into computer-assisted language learning (CALL) assessment can help to transform language learning assessment and evaluation in a way it has never been. Advanced data analysis methods managed by machine learning and natural language processing can allow teachers and educators to view and analyze their language learning process data, making it possible to see many linguistic insights. The points of the theorem have a better vision that would be not only the learners’ relationships with the digital education platforms but also the recognized value of the processed materials. Both teachers and learners can use text data in the analysis process to gain a macro view while the micro level of understanding is covered in many aspects. They help to determine and locate the levels of the language learning process that can act as a basis on which personalized feedback can be provided, with the students’ different needs in mind. Furthermore, the data-driven CALL assessment as a means allows for the improvement of the language learning tools in terms of accuracy and equips instructors with tools to do their job better by improving their different teaching strategies. Using data mining in language assessment with technology in language learning facilitates teachers and educators to develop assessment training courses that can be used in various educational institutions worldwide and eventually leads students to an active learning process.

Open Access

Article

Article ID: 2937

Basic ICT access and reading achievement: First-level digital divide patterns among U.S. 15-year-olds in the PISA 2018

by Nirmal Ghimire, Kouider Mokhtari

Forum for Education Studies, Vol.3, No.3, 2025;

The reading performance of U.S. 15-year-old students is influenced by multiple factors, yet prior research on first-level digital divide indicators, such as access to home computers, internet connectivity, and information and communication technology (ICT) devices, has yielded mixed results. This study investigates the relationship between home technology access and reading achievement among U.S. 15-year-olds using data from the 2018 Program for International Student Assessment (PISA). After listwise deletion of missing ICT data, the analytic sample included 4565 students from 164 U.S. schools. Reading achievement was measured using ten plausible values reflecting students’ ability to locate, understand, and evaluate textual information. We employed survey-weighted regression with progressive model development, conducting ten separate analyses and synthesizing results using Rubin’s rules to account for measurement uncertainty. Findings revealed that basic technology access explained 10.6% of the variance in reading performance. Consistent computer access at home was associated with higher achievement. However, internet access presented nuanced effects: students with internet access but no reported use performed worse than those without access, while active users showed positive associations. ICT device quantity exhibited a curvilinear relationship with optimal reading performance linked to ownership of around 8–9 devices, declining thereafter. These results underscore that while first-level digital divide indicators are associated with reading outcomes, access alone is not sufficient. Engagement patterns and moderated device use are key to maximizing educational benefits.

Open Access

Article

Article ID: 2337

Individualization and universal design for learning in competency-based physical education: A proposal for inclusive teaching

by Jordi Brasó-Rius, Aaron Rillo-Albert, Marta Pérez-González, Meritxell Arderiu-Antonell

Forum for Education Studies, Vol.3, No.3, 2025;

The Sustainable Development Goals have contributed to the evolution of physical education. As an objective, it is proposed to rethink a new individualized model and shift the paradigm of a physical education system poorly adapted to students. Teacher training is key to promoting inclusive, high-quality education. The LIRPSE (Lieberman-Brian Inclusion Rating Scale for Physical Education) framework can be a useful tool.

Open Access

Article

Article ID: 2517

Contextual-based science Pop Up Book: Learning media to improve creative thinking skills of junior high school students

by Antika Salma Augeta, Iwan Wicaksono, Nur Ahmad

Forum for Education Studies, Vol.3, No.3, 2025;

Students’ creative thinking skills in Indonesia are still relatively low. This is because students have difficulty in understanding the material that has been learned, are limited and inhibited in conveying ideas, and the learning process is less efficient because it only uses learning media that is less interesting and uses lecture methods that are easily boring. This study aims to describe the validity, practicality, and effectiveness of contextual-based science Pop Up Book learning media to improve the creative thinking skills of junior high school students. Creative thinking skills measured include fluency, flexibility, originality, elaboration. This research uses a development research design with the ADDIE model, namely analysis, design, development, implementation, and evaluation. Data collection techniques and instruments used include validation sheets, learning implementation observation sheets, test questions (pre-test and post-test), and student response sheets to measure students’ creative thinking skills. The results of data analysis showed that the contextual-based science Pop Up Book media obtained a validity score of 88.28% with very valid criteria. The practicality of the contextual-based science Pop Up Book media through the learning implementation observation sheet obtained a score of 89.14% with very practical criteria. The use of contextual-based science Pop Up Book media is also proven effective through the results of the N-gain score of 0.56 with moderate criteria. As well as student responses to the contextual-based Science Pop Up Book were very good with a score of 90.05%. The contextual-based science Pop Up Book media developed as a whole can be concluded to be valid, practical, and effective for improving the creative thinking skills of junior high school students.

Open Access

Perspective

Article ID: 2678

Impact of online resources on assessment literacy of polytechnic educators

by Vanessa Vinodhen

Forum for Education Studies, Vol.3, No.3, 2025;

This study investigates the impact of online assessment resources on the assessment literacy of polytechnic educators in Singapore. Assessment literacy, defined as educators’ knowledge and skills in designing, implementing, and interpreting assessments, is crucial for ensuring fair and valid evaluation of student learning. With the increasing reliance on online resources for professional development, this study investigates the impact of such resources on the assessment literacy of polytechnic educators. Twenty-three educators from diverse disciplines participated in a pre- and post-survey based on adapted questions from the Scale of Teacher Assessment Practices (STAP). The intervention comprised a six-week engagement with curated online resources, articles, and interactive tutorials on formative and summative assessment strategies. Results from paired t-tests indicated significant improvements in educators’ confidence and competence in designing and implementing assessments, as evidenced by increased mean scores across key domains of assessment literacy. The accessibility and relevance of online resources were highlighted in qualitative feedback, emphasizing their potential for bridging professional development gaps. This study underscores the potential of online resources as an accessible and scalable means of enhancing assessment literacy among polytechnic educators. Implications for integrating such resources into institutional professional development programs and considerations for future research are discussed.