Jurnal Ilmiah Kanderang Tingang

The Transformation of the Merdeka Curriculum: An Analysis of Its Implementation During and After the COVID-19 Pandemic

2026-08-29T03:06:29+07:00

This study aims to analyze the transformation of the implementation of the Merdeka Curriculum during and after the COVID-19 pandemic. A descriptive qualitative approach was employed, with data collected through observations and interviews involving teachers, students, and alumni. Data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings indicate that during the pandemic, the implementation of the Merdeka Curriculum was not yet optimal due to limited facilities, low levels of instructional interaction, and uneven preparedness among teachers and students. Online learning tended to focus on task completion, resulting in reduced subject comprehension (learning loss) and lower learning motivation. In the post-pandemic period, the implementation of the curriculum showed notable improvements, particularly in terms of student interaction, participation, and creativity. Nevertheless, the effects of the pandemic were still evident in students' learning habits. Therefore, the successful implementation of the Merdeka Curriculum depends largely on teachers' readiness, adequate educational facilities, and students' capacity for independent learning.

The Influence of the Principal’s Servant Leadership Style on Teacher Performance at SMA Negeri 3 Palangka Raya Palangka Raya State Senior High School 3

2026-09-02T19:57:47+07:00

This study aims to analyze the influence of the principal’s servant leadership style on teacher performance at SMA Negeri 3 Palangka Raya. The principal’s leadership is one of the important factors affecting the effectiveness of educational organizations, particularly in improving the quality of teachers’ work performance. This study employed a quantitative approach using a survey method. The research population consisted of all teachers at SMA Negeri 3 Palangka Raya, with the sample determined using a purposive sampling technique. Data were collected through questionnaires using a Likert scale to measure the variables of servant leadership and teacher performance. Data analysis was carried out using validity testing, reliability testing, simple linear regression analysis, and hypothesis testing with the assistance of statistical software. The results of the study indicate that the principal’s servant leadership style has a positive and significant effect on teacher performance. The higher the implementation of servant leadership principles by the principal, the better the quality of teacher performance in carrying out their professional duties. This study emphasizes the importance of implementing a service-oriented leadership model in improving the quality of education.

Development of a Moodle-Based Learning Management System (LMS) for Problem-Based Learning (PBL)-Oriented Covalent Bonding Instruction

2026-09-26T03:19:04+07:00

Covalent bonding is one of the chemistry concepts that remains difficult for students to understand due to its abstract nature. As a result, students often experience difficulties in visualizing the process of covalent bond formation and understanding the interactions between atoms. This condition highlights the need for interactive learning media that can visualize abstract concepts while actively engaging students in constructing accurate conceptual understanding. This study aimed to develop a Moodle-based Learning Management System (LMS) on covalent bonding as an interactive learning medium suitable for senior high school chemistry instruction. The study employed the Research and Development (R&D) method using the DDD-E (Decide, Design, Develop, and Evaluate) model. The development process consisted of needs analysis, design, development, and evaluation through expert reviews conducted by two university lecturers. Following revisions, the developed product was evaluated through a limited trial involving three chemistry teachers and five students. Data were collected using review sheets, teacher response questionnaires, and student response questionnaires. The results indicate that the Moodle-based LMS was successfully developed through several stages of refinement based on reviewers' feedback. The teachers evaluated the LMS as highly appropriate in terms of content, instructional design, media appearance, and navigation features. Furthermore, the interpretation of the student response questionnaires revealed that students' responses to the LMS were categorized as highly positive regarding content, media appearance, organization and navigation, and overall user experience. These findings suggest that the developed LMS effectively supports the teaching of covalent bonding by providing interactive learning activities and engaging instructional media.

Keywords: Learning Management System; Moodle; Covalent Bonding; Interactive Learning Media; Chemistry Education.

Strengthening Efforts to Prevent Sexual Violence in Creating a Safe, Comfortable, and Inclusive Academic Environment

2026-09-26T03:19:28+07:00

This study is motivated by the persistently high incidence of sexual violence in higher education institutions, indicating that the existence of regulations alone has not been sufficient to create a safe, comfortable, and inclusive academic environment. The study aims to analyze the characteristics and underlying factors contributing to sexual violence in academic settings, describe the implementation of various prevention efforts based on the literature and existing regulations, and formulate a holistic strategy for strengthening prevention initiatives. This research employed a qualitative approach using the library research method. Data sources included regulations, scholarly articles, books, institutional reports, and policy documents relevant to the prevention and handling of sexual violence in higher education. Data were collected through a systematic literature review, source selection based on relevance, and thematic classification, followed by analysis using data reduction, thematic categorization, interpretation, synthesis of findings, and conceptual conclusion drawing. The findings indicate that sexual violence in academic environments is influenced by multidimensional factors, particularly unequal power relations, patriarchal culture, limited literacy regarding consent, weak reporting mechanisms, and a culture of silence. Prevention efforts have been implemented through the establishment of Sexual Violence Prevention and Response Task Forces, policy development, educational programs, and victim support services; however, their effectiveness varies across higher education institutions. This study proposes a conceptual framework for strengthening prevention efforts by integrating regulatory, educational, institutional, cultural, and collaborative dimensions as a holistic strategy for creating a safe, comfortable, and inclusive academic environment. These findings contribute a conceptual reference for the development of policies and governance frameworks aimed at preventing sexual violence in higher education institutions.

Validity and Practicality of Artificial Intelligence-Assisted Interactive Learning Media on Peatland and Watershed Ecosystems for Students in Central Kalimantan

2026-10-14T03:23:23+07:00

This study aims to develop and evaluate the validity and practicality of an interactive learning media on peatland and watershed ecosystems developed with the assistance of Artificial Intelligence (AI) for students in Central Kalimantan. This research addresses a gap in the development of contextual environmental education tools by utilizing modern technology. The study employs a descriptive quantitative research and development (R&D) design. The web-based media was developed using HTML5, CSS3, and JavaScript, where specific coding and content creation processes were assisted by AI technology. The media's validity was assessed by three experts in educational technology using a standardized instrument, while its practicality was evaluated based on feedback from four students from the University of Palangka Raya. Data were collected through expert validation sheets and student questionnaires using a Likert scale, then analyzed using descriptive statistics and a feasibility percentage formula. Expert validation yielded an average score of 87.41%, categorized as highly valid, confirming high validity in design, functionality, and content. The practicality assessment from students resulted in an average score of 77.73%, categorized as practical, with the highest scores for increasing knowledge about peatland ecosystems (80%) and understanding environmental issues (79%). This study demonstrates the utilization of artificial intelligence as an assistive tool in the development process of contextual learning media. The research provides a validated and practical model for developing digital learning tools on specific environmental issues, offering a replicable framework for educators by leveraging AI as a development assistant.

Validity of Flashcards on Elements, Compounds, and Mixtures in the Context of Sumenep Kokot Broth as a Medium for Practicing Critical Thinking Skills

2026-10-14T03:23:07+07:00

Flashcards are a visual learning medium consisting of small, illustrated cards. The images are created by hand, from photographs, or by pasting existing images onto the flashcard sheets. Through observations conducted in the science subject, problems were found, namely, the ability of students to understand the material on elements, compounds, and mixtures presented by the teacher was still low, while the activeness and use of media were not varied because learning was still focused on textbooks, and the absence of flashcard learning media in this subject. The method in this study was development research, with the procedure taken using the ADDIE model. Based on the results of data processing, it was stated that (1) the content aspect of the material received a validity value of 91.67% with very valid criteria, (2) the presentation aspect of the material received a validity value of 87.50% with very valid criteria, (3) the language aspect received a validity value of 100% with very valid criteria, (4) the form aspect received a validity value of 100% with very valid criteria, and (5) the color aspect received a validity value of 81.25% with very valid criteria. Overall, the media expert validator assessed the media as very valid with a value of 92.08% so that the designed media can be used in learning.

Improving Students' Mathematical Conceptual Understanding and Learning Engagement through the Somatic, Auditory, Visual, and Intellectual (SAVI) Learning Model Assisted by the Canva Application

2026-10-21T03:25:02+07:00

Students' mathematical conceptual understanding and learning engagement have not yet developed optimally. This condition is attributed to learning models and instructional media that do not actively involve students in the learning process. As a result, students have difficulty understanding mathematical concepts and are not actively engaged in classroom activities. One instructional approach that integrates physical activity, listening, observation, and intellectual engagement is the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model supported by the Canva application. This study aimed to determine the improvement in students' mathematical conceptual understanding and learning engagement through the implementation of the Canva-assisted SAVI learning model. The research employed a quasi-experimental method using a nonequivalent control group design. The population consisted of tenth-grade students at MAN Kota Lhokseumawe. The samples were selected using purposive sampling, with Class X-4 serving as the control group and Class X-3 as the experimental group. A questionnaire was used to measure students' learning engagement, while pretest and posttest data were used to assess their mathematical conceptual understanding. The results of the mathematical conceptual understanding test showed an Asymp. Sig. (1-tailed) value of 0.0115 < 0.05, indicating that the Canva-assisted SAVI learning model significantly improved students' mathematical conceptual understanding. However, the hypothesis test for learning engagement yielded an Asymp. Sig. (1-tailed) value of 0.378 > 0.05, indicating that the improvement in students' learning engagement through the Canva-assisted SAVI model was not significantly better than that achieved through conventional instruction. Furthermore, the N-Gain scores for both the experimental and control groups indicated only slight changes in learning engagement, suggesting that the difference in learning engagement improvement between the two groups was not statistically significant.

The Effect of the Problem-Based Learning Model with a Metacognitive Approach on Students’ Mathematical Representation Ability

2026-10-21T03:24:40+07:00

This study was motivated by students’ low mathematical representation ability, which is influenced by the suboptimal implementation of instructional approaches, resulting in a teacher-centered learning process. This condition highlights the need for a learning model that encourages active student engagement, one of which is the Problem-Based Learning (PBL) model with a metacognitive approach. This study aimed to analyze the effect of the Problem-Based Learning model with a metacognitive approach on students’ mathematical representation ability in the topic of straight-line equations among eighth-grade students at MTs Negeri 1 Kota Lhokseumawe. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of all eighth-grade students at MTs Negeri 1 Kota Lhokseumawe, while the research sample was selected using purposive sampling. The sample consisted of class VIII-5 as the control group, which received conventional instruction, and class VIII-6 as the experimental group, which received instruction using the Problem-Based Learning model with a metacognitive approach. Data were collected using a mathematical representation ability test administered before (pretest) and after (posttest) the learning process. The normality test results indicated that the data were not normally distributed; therefore, the hypothesis was tested using the nonparametric Mann–Whitney U test at a significance level of \(\alpha = 0.05\). The analysis yielded a significance value of 0.010, which was less than 0.05. Thus, the alternative hypothesis (\(H_a\)) was accepted and the null hypothesis (\(H_0\)) was rejected. It can therefore be concluded that implementing the Problem-Based Learning model with a metacognitive approach has a significant effect on students’ mathematical representation ability.