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151	Media literacy Ethics Sociology History (MESH) Learning	ABS-25
REDEFINING SCIENCE EDUCATION: THE RISE OF MESH-INTEGRATED ASSESSMENT Guntur Utomo1*, Rivo Panji Yudha2, Tri Rijanto 3 1Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia 2Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia 3Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia email: 25071706011[at]mhs.unesa.ac.id Abstract The prevalence of STEM-based approaches in contemporary science education frequently succumbs to technocratic reductionism, prioritizing procedural expertise while marginalizing critical socio-ethical dimensions. Amidst escalating information disruption, a paradigmatic shift toward holistic evaluation is essential. This study proposes MESH-Integrated Assessment as an innovative framework embedding Media Literacy, Ethics, Sociology, and History into the core of scientific evaluation. Employing a Systematic Literature Review (SLR) methodology, this research maps extant assessment instruments and formulates an integrated model designed to transition students^ scientific understanding from factual memorization toward a robust mechanism for addressing humanitarian challenges. Analysis of contemporary literature identifies a profound epistemic gap in conventional instruments regarding the appraisal of students^ scientific citizenship agency and moral accountability. Conversely, the MESH integration is substantively evidenced to bolster critical thinking, digital empathy, and socio-scientific consciousness. In conclusion, the emergence of MESH-integrated assessment signifies a transformative trajectory from mere data literacy toward comprehensive ^literacy for life,^ aimed at cultivating a cohort of scientists who possess not only technical proficiency but also social wisdom and ethical fortitude in navigating global complexities. Keywords: holistic evaluation- mesh-integrated assessment- pedagogical innovation- science education- socio-scientific i Share Link | Plain Format | Corresponding Author (Guntur Prasetyo Utomo)

152	Media literacy Ethics Sociology History (MESH) Learning	ABS-48
Feasibility of Digital Gamified Assessment Media for Eighth-Grade Students^ Speech Reading Skills Mohammad Sholikhin, Mega Puspitasari Department of Indonesian Language and Literature Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia. Abstract The purpose of this study is to determine the feasibility of the digital gamified assessment media that has been developed as one of the stages required in the 4D development model. The digital gamified assessment media was designed to address problems found in schools, namely the use of conventional assessment methods that are less efficient and unable to provide direct feedback to students. In addition, students^ low interest in reading has encouraged the need for a more interactive and engaging assessment media innovation. The assessment media was developed by adopting a gamification strategy aimed at increasing students^ enthusiasm in the assessment process. The development model used in this study was the 4D model. The research data related to the feasibility of the media were analyzed using quantitative and qualitative methods, or a mixed-method approach. The quantitative method employed numbers and percentages, while the qualitative method consisted of suggestions, criticisms, and revisions from experts. Data were collected through validation questionnaires using a Likert scale and analyzed quantitatively. The results showed that the developed media obtained validation scores of 96.6% from the media expert, 97.5% from the language expert, and 100% from the subject-matter expert, all categorized as highly feasible. This media is able to integrate gamification elements such as scores, levels, and direct feedback, thereby increasing students^ motivation and engagement. Therefore, the Unity-based digital assessment media with a gamification strategy is feasible to be used as an innovative alternative in learning assessment. Keywords: assessment media, Unity, gamification, speech text reading, 4D model Share Link | Plain Format | Corresponding Author (Mohammad Sholikhin)

153	Media literacy Ethics Sociology History (MESH) Learning	ABS-57
Needs Analysis for Developing Contextual Early Literacy Transition Learning Model in Indonesia Gemala Ranti, Hapidin, Elindra Yetti Sekolah Pascasarjana, Universitas Negeri Jakarta, Jakarta, Indonesia Abstract The transition from preschool to primary school represents a critical phase in the development of early literacy- however, it is often dominated by technical and mechanistic instructional practices that limit meaningful learning experiences. This study aims to examine the pedagogical needs underlying the development of a contextual early literacy transition model in an Indonesian early childhood education context. Employing a qualitative needs analysis design as part of a Research and Development framework, data were collected through in-depth interviews with five teachers in an early childhood setting in East Jakarta. The findings reveal three major patterns. First, early literacy practices are predominantly oriented toward technical skills through activities such as letter copying, worksheet completion, and isolated drills. Second, play-based and socially mediated literacy experiences are not systematically integrated into classroom practice. Third, teachers expressed a strong need for contextual and meaningful literacy approaches, including the use of print-rich environments and real-life learning contexts. These findings indicate a clear gap between existing practices and developmentally appropriate literacy principles. The study highlights the need for a contextual and holistic transition learning model that integrates play, social interaction, and meaningful experiences. This study provides an empirical foundation for developing a contextual early literacy transition model. Keywords: early literacy- contextual learning- transition education- sociocultural learning- early childhood education Share Link | Plain Format | Corresponding Author (Gemala Ranti)

154	Media literacy Ethics Sociology History (MESH) Learning	ABS-83
PANCASILA INTEGRATED DIGITAL MODULAR INSTRUCTION TO ENHANCE SELF DIRECTED LEARNING IN EDUCATION Ahmad Nasir Ari Bowo1*, Intan Kusumawati2, Joko Wahono 3 Universitas Cokroaminoto Yogyakarta Abstract This study is motivated by several challenges in nonformal education, including low educator competence in developing innovative learning modules, limited use of digital technology, weak character development among learners, insufficient resources, and suboptimal supervision and evaluation. The study aims to improve the quality of nonformal education through the implementation of a professional development program that enhances educators^ capacity to design Pancasila-integrated digital modular instruction to support self-directed learning. A participatory approach was employed, consisting of socialization, implementation of the professional development program, application of digital learning technologies, and evaluation with follow-up actions. The participants were eight educators from SPNF SKB Bantul. Data were collected using pre-test and post-test instruments to measure competency improvement. The results show a significant increase in participants^ performance. The average score improved from 67 in the pre-test to 78 in the post-test, representing a 16.70% increase. These findings indicate that the implemented program is effective in enhancing educators^ understanding and skills. Furthermore, the integration of digital technology and Pancasila values contributes to more interactive, contextual, and student-centered learning, thereby promoting self-directed learning in nonformal education settings. Keywords: Pancasila Values- Digital Modular Instruction- Self Directed Learning Share Link | Plain Format | Corresponding Author (Ahmad Nasir Ari Bowo Ari Bowo)

155	Media literacy Ethics Sociology History (MESH) Learning	ABS-86
Integrating Technology in 21st Century Learning: A Pedagogical Transformation for the Digital Generation Ajeng Tri Agustini1, Yeni Yuniarti2 UNIVERSITAS PENDIDIKAN INDONESIA Abstract This study examines the integration of technology in 21st century learning as a form of pedagogical transformation in elementary education. The rapid development of digital technologies has reshaped teaching and learning processes, requiring early adaptation to equip students with essential skills such as critical thinking, collaboration, communication, and creativity. This study aims to explore how technology-enhanced learning supports student engagement, digital literacy, and pedagogical innovation in elementary schools. A qualitative case study approach was employed, involving teachers and students, with data collected through interviews, classroom observations, and document analysis. The findings reveal that the use of digital tools, including mobile applications, interactive media, and collaborative platforms, enhances student participation, promotes active learning, and improves digital literacy and collaboration skills. However, challenges such as limited teacher digital competence, inadequate infrastructure, and inconsistent technology use remain significant barriers. The study concludes that effective technology integration requires not only access to digital tools but also pedagogical transformation and continuous professional development. This research contributes to the development of innovative and sustainable teaching practices in elementary education. Keywords: 21st century skills- digital pedagogy- elementary education- technology integration Share Link | Plain Format | Corresponding Author (Ajeng Tri Agustini)

156	Media literacy Ethics Sociology History (MESH) Learning	ABS-100
Trends in Instructional Models for Teaching Artistic Gymnastics: A Systematic Literature Review Ikhwan abduh, Yasep Setiakarnawijaya, Fahmy Fachrezzy Universitas Negeri Jakarta Abstract This study aims to identify and analyze trends in instructional models used in artistic gymnastics learning through a Systematic Literature Review (SLR). The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Literature was searched in the Scopus database for publications between 2016 and 2026 using keywords related to artistic gymnastics and instructional models. Articles were selected through identification, screening, eligibility, and inclusion stages based on predefined inclusion and exclusion criteria. A total of 30 eligible articles were analyzed using descriptive and thematic analysis. The findings indicate that instructional models in artistic gymnastics learning can be classified into several categories, including traditional pedagogical models, student-centered learning models, technology-based learning models, blended learning approaches, and critical or social pedagogical approaches. Technology-based models emerged as the most dominant approach, including multimedia learning, video feedback, mobile learning, and artificial intelligence-based systems. Research trends also show increasing integration of digital technologies and student-centered pedagogies. These instructional models demonstrate positive effects on motor skill development, cognitive understanding, as well as student motivation and engagement in artistic gymnastics learning. Keywords: Artistic gymnastics- instructional models- physical education- student-centered learning- systematic literature review- technology-enhanced learning. Share Link | Plain Format | Corresponding Author (Ikhwan Abduh)

157	Media literacy Ethics Sociology History (MESH) Learning	ABS-120
Enhancing Teacher Competency in Early Childhood Sexual Education: The Efficacy of the SE-BLOOM Model (Sexual Education-Body Literacy for Optimal Ownership & Morality) Vania Zulfa, Achmad Husen, Uswatun Hasanah Sekolah Pascasarjana Universitas Negeri Jakarta Abstract Early childhood sexual education remains a sensitive yet critical component of holistic development. Teachers play a pivotal role in delivering body literacy and safety education, yet many lack a structured framework to address these topics effectively and morally. This study aims to evaluate the effectiveness of the SE-BLOOM (Sexual Education-Body Literacy for Optimal Ownership & Morality) model in increasing the knowledge and pedagogical readiness of educators. A pre-experimental design using one-group pre-test and post-test was conducted with a sample of 30 early childhood teachers. The intervention consisted of intensive training sessions utilizing the SE-BLOOM framework, which integrates body ownership, literacy, and moral values. Data were collected via a validated knowledge assessment instrument and analyzed using a paired-sample t-test to determine the significance of the results. The findings indicate a substantial improvement in teacher knowledge following the intervention. The mean post-test scores were significantly higher than the pre-test scores, with statistical analysis confirming a significant increase in understanding regarding body literacy and the implementation of sexual education for young children (p < 0.05). The SE-BLOOM model is an effective tool for empowering teachers to deliver sensitive educational content. By providing a clear, moral-based framework, this model bridges the gap in teacher competency, ensuring a safer and more literate environment for early childhood development. Keywords: Body Literacy, Early Childhood Education, Teacher Competency, SE-BLOOM, Sexual Education Share Link | Plain Format | Corresponding Author (Vania Zulfa)

158	Media literacy Ethics Sociology History (MESH) Learning	ABS-147
An Analysis of Elementary School Teachers Level of Understanding of The Academic Ability Test (TKA) Alvina Damayanti (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Titin Sunaryati (d), Dinda Putri Sekarwangi (e), Tiara Rosalia Mahulae (f), Vivi Khoerunnissa (g) (abcdefg) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Indonesia Abstract Assessment plays a crucial role in improving the quality of learning in elementary schools, particularly in supporting students^ comprehensive academic achievement. The Academic Ability Test (TKA) was developed as an assessment tool- however, its implementation still faces challenges, particularly regarding teachers^ technical and interpretive understanding. This study aims to determine the level of teachers^ understanding of the TKA assessment and the challenges in its implementation. The method used was a quantitative survey with a questionnaire containing 20 four-point Likert scale statements covering indicators of understanding of concepts and objectives, knowledge of components and question formats, the ability to develop assessment instruments, the ability to interpret results, and the utilization of results. The respondents consisted of 43 elementary school teachers in Bekasi and Karawang Regencies. The results showed that teachers^ understanding of TKA concepts and objectives was 69.33%, their knowledge of TKA components and question formats was 73.84%, their ability to develop TKA-based assessment instruments was 74.27%, their ability to interpret TKA results was 70.78%, and their utilization of TKA results for instructional improvement was 72.53%. Overall, the teachers^ understanding is considered good but not yet optimal- therefore, training and mentoring are needed to ensure more effective utilization. Keywords: Elementary School Teachers Understanding, Assessment, Academic Ability Test. Share Link | Plain Format | Corresponding Author (Vivi Khoerunnissa)

159	Media literacy Ethics Sociology History (MESH) Learning	ABS-154
Empowering Communities Through Literacy: The Role of Gresik District Library in Advancing Social Inclusion Programs Yasir Riady, Luluk Nailis Universitas Terbuka Abstract The social inclusion-based library transformation program is to carry out dual functions, namely providing access to sources of literacy, information, and knowledge, while facilitating the community with training and skills development activities to support socio-economic empowerment. This study will discuss the role of the Gresik Regency Library and Archives Service in implementing social inclusion-based library transformation to improve literacy and community reading interest. The data collection method applied in this study is multi-strategy. The main approach is through literature review. Data is also enriched through field experience involving observation. The results of the study show that the Gresik Regency Library and Archives Service plays an active role in implementing the social inclusion program (TPBIS) to improve literacy and community reading interest, including through holding literacy classes in regional libraries, literacy classes in village libraries, literacy festivals, and LISAPINTAR (Literacy with Smart Cars). Keywords: Media Literacy, Learning, Library, LISAPINTAR Share Link | Plain Format | Corresponding Author (yasir riady)

160	Media literacy Ethics Sociology History (MESH) Learning	ABS-155
Teachers^ Understanding of the Project-Based Learning (PjBL) Model in Elementary Schools Tazkia Aisha Laelly (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Awalina Barokah (d), Utari Febriyanti (e), Noviyanti (f), Alya Rasikhah Zahra Rossi (g), Trias Wibiwirutami (h) abcdefgh) Primary Teacher Education, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Indonesia Abstract This study aims to analyze elementary school teachers^ level of understanding of the Project-Based Learning (PjBL) model based on four indicators: conceptual understanding, understanding of PjBL syntax/steps, implementation in elementary schools, and evaluation and assessment. This research employed a descriptive quantitative approach using a survey method involving 52 elementary school teachers. Data were collected through a Likert-scale questionnaire consisting of 20 statements and five open-ended questions and analyzed using descriptive statistics. The findings indicate that teachers^ understanding of PjBL falls within the good to high category across all indicators. The average level of understanding reached 78% for conceptual understanding, 78% for PjBL syntax/steps, 77% for implementation in elementary schools, and 79% for evaluation and assessment. These results suggest that teachers possess an adequate knowledge base of PjBL, with the highest achievement in evaluation and assessment and the lowest in classroom implementation. Approximately 15-21% of respondents reported neutral responses regarding the integration of PjBL into teaching modules and strategies for overcoming implementation challenges. Qualitative findings reveal challenges related to time management, project planning, and group work management. The study highlights the importance of structured and continuous PjBL training to optimize project-based learning implementation in elementary schools. Keywords: Project-Based Learning- Teacher understanding- Elementary school- Merdeka Curriculum- 21st-century skills Share Link | Plain Format | Corresponding Author (Tazkia Aisha Laelly)

161	Media literacy Ethics Sociology History (MESH) Learning	ABS-160
ANALYSIS OF ELEMENTARY SCHOOL TEACHERS^ CONSTRAINTS IN IMPLEMENTING CLASSROOM LEARNING EVALUATION Dewi Laras Tuti (a), Tia Citra Bayuni (b*), Titin Sunaryati (c), Shabrina Safinatun Najah (d), Syahrani Subagyo (e), Nurul Hidayah Darobi (f), Mardiana (g) Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia. Abstract This study aims to analyze the obstacles faced by elementary school teachers in implementing learning evaluation using a descriptive quantitative approach. Data were obtained through a questionnaire to 54 elementary school teachers in the Bekasi area and its surroundings with 25 statements covering instrument development, result processing, evaluation formats, and student factors. The results showed an average score of 3.01 on a scale of 4, categorized as moderate. The majority of respondents agreed (55.5%) and strongly agreed (24.5%) that there were obstacles to learning evaluation. The highest obstacles were in evaluation planning (82.41%), followed by evaluation result assessment (81.48%), evaluation instrument use (74.54%), and student factors (71.30%). The main difficulties included processing student scores and students^ low understanding of evaluation questions. These findings indicate the need to improve teachers^ assessment competencies, provide supporting facilities, and provide ongoing professional training. Keywords: Teacher Constraints- Elementary Schools- Learning Evaluation. Share Link | Plain Format | Corresponding Author (Nurul Hidayah Darobi)

162	Media literacy Ethics Sociology History (MESH) Learning	ABS-163
ANALYSIS OF TEACHERS PERCEPTION OF STUDENTS NUMERACY LITERACY ABILITY IN SOLVING MATHEMATICS STORY PROBLEMS IN ELEMENTARY SCHOOL Luthfiah Aulia Nurul Akmal (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*), Alfi Zahra Fahira (d), Eka Fahmiyanti (e), Nuke Rosiana Dewi (f), Tiara Dwi Cahyaning Wulandari (g) Primary Teacher Education Study Program, Pelita Bangsa University, Bekasi, Indonesia Abstract This study aims to analyze teachers perceptions of students numeracy literacy skills in solving mathematical story problems in elementary school. The focus includes five aspects such as understanding problem context, identifying important information and mathematical concepts, selecting appropriate solution strategies, performing accurate calculations, and interpreting and communicating results. This research uses a descriptive quantitative approach with a survey method. Data were collected through a closed questionnaire using a 1-4 Likert scale and distributed online to 78 elementary school teachers in Bekasi Regency. The data were analyzed using descriptive statistics in the form of percentages. The results show that students ability to understand context reached 80.9% in the good category, identifying information reached 76.3% in the good category, selecting strategies reached 78% in the good category, performing calculations reached 79% in the good category, and interpreting results reached 82.3% in the very good category. In conclusion, teachers perceptions of students numeracy literacy skills are generally in good and very good categories. However, improvement is still needed in identifying information and selecting problem solving strategies to further optimize students numeracy literacy skills. Keywords: Numeracy literacy, Teacher Perception, Mathematical Story Problems Share Link | Plain Format | Corresponding Author (Tiara Dwi Cahyaning Wulandari)

163	Media literacy Ethics Sociology History (MESH) Learning	ABS-164
ANALYSIS OF TEACHER PERCEPTION TOWARDS THE USE OF INTERACTIVE LEARNING VIDEOS AND ITS INFLUENCE ON ELEMENTARY SCHOOL STUDENT LEARNING OUTCOMES Holifah a), Tia Citra Bayuni b*), Julia Anis Handayanic), Titin Sunaryati d), Menilawati Zalukhu e), Nurul Zahratunisa abcdefg) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract This study explores teachers^ perspectives on the use of interactive learning videos to improve student learning outcomes in elementary schools. Amidst the digital transformation, audio-visual media is key to addressing low learning interest and students^ difficulties in understanding complex material. The purpose of this study was to identify teachers^ perceptions, supporting and inhibiting factors, and the impact of video use on students^ cognitive achievement. This study used a descriptive quantitative method. The results showed that teachers^ perspectives on the use of interactive learning videos were in the good to excellent category for each indicator studied. The average teacher perceptions included the suitability of the learning videos (85%), student conceptual understanding (84%), increased student learning motivation (83.88%), ease of student interaction (82.50%), and increased student learning outcomes (84%). These findings indicate that teachers have sufficient experience in using learning videos with a good level of understanding. Furthermore, the use of interactive learning videos has been proven to significantly increase student engagement and learning outcomes. Therefore, this study recommends the development of a digital education policy that is more inclusive, adaptive, and oriented towards improving teacher competency in designing technology-based interactive learning media in a sustainable manner. Keywords: Interactive Video, Teacher Perspective, Learning Outcomes, Educational Technology, Dasae School Share Link | Plain Format | Corresponding Author (Holi fah)

164	Media literacy Ethics Sociology History (MESH) Learning	ABS-174
The Impact of Information and Communication Technology Barriers on Elementary School Students Putri Rachmayani, Candra Tri Utami, Julia Anis Handayani, Bramianto Setiawan, Aulia Zulfia, Natashia Margaretha Sihombing Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract This study aims to analyze the impact of Information and Communication Technology (ICT) barriers on elementary school students^ learning processes and outcomes. Although ICT development is expected to enhance education quality, students still face obstacles such as limited access, low digital literacy, and insufficient learning support. This research uses a quantitative survey method with purposive sampling. Data were collected through questionnaires and analyzed using descriptive and inferential statistics. The results show that most students have relatively good ICT access: 83.7% strongly agree they own personal devices, 63.3% strongly agree they have internet access at home, and 71.4% strongly agree they can use learning applications. However, several barriers remain, including unstable internet connections (69.4% agree), limited parental support (85.7% agree), and difficulties managing accounts, with 81.6% frequently forgetting login credentials. These barriers significantly affect students^ learning, leading to decreased motivation, difficulties in understanding material, and low participation in digital learning. Therefore, improving infrastructure, strengthening parental and teacher support, and enhancing digital literacy are essential to minimize the negative impact of ICT barriers Keywords: Obstacle, ICT Communication, Elementary School, Students, Literacy Digital Share Link | Plain Format | Corresponding Author (Natashia Margaretha Sihombing)

165	Media literacy Ethics Sociology History (MESH) Learning	ABS-182
Readiness of Primary School Teachers in the era of Digital Transformation: Study of technology utilization for Learning Evaluation Nur Hikmah (a), Tia Citra Bayuni (b*), Titin Sunaryati (c), Siti Haerunisa (d), Ulul Azmiati (e), Heny Oktavia (f), Heni Nuraini (g) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia. Abstract This study aims to analyze elementary school teachers^ readiness to utilize digital technology for learning evaluation. The focus is on the suboptimal use of technology and the gap between digital competence, facility support, and school policies. A quantitative descriptive design was employed using a Likert-scale questionnaire (1-4) with 25 statements across five indicators: digital competence, evaluation application use, infrastructure support, attitude and motivation, and policy and training support. Participants were 58 elementary school teachers from West Java and Central Java. Results showed the highest readiness percentages in digital competence (84%) and attitude/motivation (84%), followed by application use (80%), infrastructure support (81%), and policy/training support (77%). Although teachers exhibited positive attitudes and good basic competencies, obstacles remain in institutional support, internet access, and technical training. The study concludes that teacher readiness is generally high, but school policy reinforcement, continuous training, and adequate infrastructure are needed to optimize digital-based learning evaluation. This research contributes to developing teacher digital competence programs and digital transformation policies in basic education. Keywords: teacher readiness, digital Transformation, Learning Evaluation, elementary school, education technology Share Link | Plain Format | Corresponding Author (Ulul Azmiati)

166	Media literacy Ethics Sociology History (MESH) Learning	ABS-215
INTERACTIVE MEDIA AND DIFFERENTIATED ASSESSMENT FOR ENHANCING GRADE 1 DATA LITERACY Shofy Hakimah (a*), Annisa Nurrahmia Fitri (b), Suci Nur Indah Utami (c), Rahma Dhonna (d), Anisatul Haq Mustafa (e), Restu Syahas Wibusana (f) (a*) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. (b) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. (c) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. (d) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. (e) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. (f) Universitas Terbuka, Jl. Pd. Cabe Raya, Pd. Cabe Udik, Kec. Pamulang, Kota Tangerang Selatan. Abstract Data literacy skills among Grade 1 students at SDN Serua 01 exhibit a phenomenon where students are capable of mechanical counting but possess low conceptual understanding in interpreting table data. Preliminary observations indicated an average score of 80.0, yet errors frequently occurred in analytical questions. Furthermore, reading readiness gaps hinder numeracy assessment for some students. This research aims to enhance conceptual understanding of data literacy using multimedia (PowerPoint & YouTube) and manipulative dice games. The study employs Classroom Action Research (CAR) based on the Kemmis & Taggart model, involving planning, acting, observing, and reflecting stages. Subjects were 28 Grade 1 students. Data collection included observations and learning evaluations. Results showed a significant increase in Cycle II, with average scores reaching 97.0 and 100% classical completeness. Differentiated assessment through specialized visual worksheets effectively assisted students with reading barriers in achieving literacy competencies. This study concludes that integrating interactive media and differentiation strategies transforms students^ abilities from merely counting to analyzing data comprehensively. Keywords: conceptual understanding- data literacy- differentiated assessment- elementary school- interactive media. Share Link | Plain Format | Corresponding Author (SHOFY HAKIMAH)

167	Media literacy Ethics Sociology History (MESH) Learning	ABS-219
DEVELOPMENT OF MULTIMODAL E-BOOK MEDIA IN LEARNING TO WRITING DESCRIPTIVE TEXTS IN ELEMENTARY SCHOOLS Laala Hilda Faujiyah, Siti Fadilah, Dede Dwiansyah Putra Universitas Terbuka Serang Abstract This research is motivated by the use of multimodal e-book-based digital learning media which is still rarely used, so this research aims to develop multimodal e-book-based digital learning media in the Indonesian language subject with the theme ^Look Around^ for class IV elementary schools. This media development uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The media developed is designed to help students improve their ability to write descriptive text through interactive and multimodal displays. The learning media that has been developed is validated by the fourth grade homeroom teacher to assess its quality and relevance. The validation instrument in the form of a questionnaire shows that this learning media has very good qualifications and is considered valid in various aspects. This validation includes the relevance of the media content to learning outcomes, the completeness of the material presented, and the suitability of the content to the characteristics of students in class IV. Multimodal e-books are also considered to be able to effectively support student learning by providing a more interactive and engaging learning approach. Therefore, this multimodal e-book is an innovation that can assist learning in fourth grade, particularly in increasing student interest in learning. Keywords: multimodal e-books- digital learning media- writing descriptive text- ADDIE model- elementary school. Share Link | Plain Format | Corresponding Author (Laala Hilda Faujiyah)

168	Media literacy Ethics Sociology History (MESH) Learning	ABS-222
DEVELOPMENT OF MULTIMODAL E-BOOK MEDIA IN LEARNING TO WRITING DESCRIPTIVE TEXTS IN ELEMENTARY SCHOOLS Laala Hilda Faujiyah, Siti Fadilah, Dede Dwiansyah Putra Universitas Terbuka Abstract This research is motivated by the use of multimodal e-book-based digital learning media which is still rarely used, so this research aims to develop multimodal e-book-based digital learning media in the Indonesian language subject with the theme ^Look Around^ for class IV elementary schools. This media development uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The media developed is designed to help students improve their ability to write descriptive text through interactive and multimodal displays. The learning media that has been developed is validated by the fourth grade homeroom teacher to assess its quality and relevance. The validation instrument in the form of a questionnaire shows that this learning media has very good qualifications and is considered valid in various aspects. This validation includes the relevance of the media content to learning outcomes, the completeness of the material presented, and the suitability of the content to the characteristics of students in class IV. Multimodal e-books are also considered to be able to effectively support student learning by providing a more interactive and engaging learning approach. Therefore, this multimodal e-book is an innovation that can assist learning in fourth grade, particularly in increasing student interest in learning. Keywords: Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (SITI FADILAH)

169	Media literacy Ethics Sociology History (MESH) Learning	ABS-233
Integration of MESH (Media Literacy, Ethics, Sociology, History) in Biology Learning: Analysis of Understanding and the Urgency of Implementation among Biology Education Students Leonard Raden Hutasoit, Danang Budi Setyawan, Dyah Aniza Kismiati, Indri Annisa, Ahmad Yani Universitas Terbuka Abstract This study analyzes students^ understanding and the urgency of integrating MESH (Media Literacy, Ethics, Sociology, History) in biology learning among students of the Biology Education Study Program at Universitas Terbuka. This quantitative research employed a cross-sectional survey design involving 123 students, using a MESH instrument consisting of 20 statement items. Data analysis included descriptive statistics, validity and reliability tests, correlation analysis, difference tests, and multivariate analysis (PCA and cluster analysis). The results indicate that the MESH instrument has very high reliability (&#945- = 0.924). The mean score of MESH understanding falls into the high category (M = 3.686- SD = 0.593), with the Sociology dimension showing the highest score (M = 3.862) and History the lowest (M = 3.553). All MESH dimensions are significantly positively correlated (p < 0.001), indicating strong conceptual interrelationships. There is a significant difference in MESH understanding based on gender (p = 0.028), with male students showing higher scores. Cluster analysis identified three groups of respondents with different levels of understanding: high (29.27%), moderate (43.90%), and low (26.83%). This study concludes that integrating MESH in biology learning is highly relevant and urgent to enhance the comprehensive competencies of prospective biology educators in the digital era. Practical implications include the development of differentiated MESH-based learning models, strengthening the History dimension, and implementing gender-sensitive instructional strategies. Keywords: MESH, media literacy, ethics, sociology, history, biology education Share Link | Plain Format | Corresponding Author (Indri Annisa)

170	STEM Education	ABS-5
Transforming Primary Education through Technology-Enhanced Pedagogy to Support Sustainable Development Goals Achievement A A Musyaffa Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi Abstract The integration of technology in education plays an important role in transforming learning practices to support the achievement of the Sustainable Development Goals (SDGs). This study examines the effectiveness of technology-enhanced pedagogy in improving students^ sustainability literacy, critical thinking, and learning engagement in primary education. The research was conducted in several primary schools in Jambi Province, Indonesia. A mixed-methods approach with a sequential explanatory design was employed to obtain comprehensive insights into the implementation and impact of technology-integrated learning. The quantitative phase used a quasi-experimental design with pre-test and post-test measures involving 120 primary school students. Data were collected through sustainability literacy tests, learning engagement questionnaires, and classroom observation sheets. Quantitative data were analyzed using descriptive and inferential statistical techniques to evaluate the effectiveness of the intervention.The qualitative phase involved semi-structured interviews with six teachers and selected students to explore their experiences in implementing technology-enhanced learning integrated with SDG-related themes. Qualitative data were analyzed using thematic analysis.The findings indicate that technology-enhanced pedagogy significantly improves students^ sustainability literacy, critical thinking skills, and learning engagement. The use of digital tools and interactive activities promotes more student-centered and collaborative learning environments, highlighting the potential of technology-integrated pedagogy to support SDG-oriented education in primary schools. Keywords: technology-enhanced pedagogy, primary education, sustainability literacy, Sustainable Development Goals (SDGs), mixed-methods research. Share Link | Plain Format | Corresponding Author (A A Musyaffa Musyaffa)

171	STEM Education	ABS-8
Developing STEM Literacy through Interdisciplinary STEM-ESD Learning: A Mixed-Methods Study on Environmental Change Education in Secondary Schoolsbmit This Sample Abstract Firgiawan, D1*,Widodo. A2, Riandi3, Angraeni, S4 Indonesia university of Education Abstract This study developed and evaluated an interdisciplinary STEM learning model integrated with Education for Sustainable Development (STEM-ESD) to enhance senior high school students^ STEM literacy on environmental change topics using a mixed-methods design. The research employed a quasi-experimental pretest-posttest control group design complemented by qualitative analysis of students^ learning processes to obtain a comprehensive understanding of learning outcomes and cognitive development. Quantitative data were collected through a validated 18-item objective test measuring three STEM literacy dimensions: Science (S), Technology-Engineering (T-E), and Mathematics (M). Data were analyzed using comparative statistics and normalized gain (N-gain), while qualitative data were analyzed thematically to interpret students^ systemic understanding. Results showed that the experimental group achieved significantly higher improvement (mean pretest = 65.72- posttest = 94.43- N-gain = 0.89, high category) compared to the control group (mean pretest = 64.94- posttest = 85.48- N-gain = 0.67, moderate category). High gains were consistently observed across Science (0.90), Technology-Engineering (0.88), and Mathematics (0.89) dimensions. Qualitative findings revealed that STEM-ESD learning promoted integrated reasoning, systems thinking, and sustainability-oriented problem understanding. The study contributes theoretically by demonstrating that integrating ESD principles into interdisciplinary STEM learning facilitates a shift from fragmented disciplinary knowledge toward holistic STEM literacy. Practically, the model offers an effective framework for sustainability-driven STEM education in environmental learning contexts. Keywords: STEM literacy, interdisciplinary STEM, ESD, environmental change, sustainability education. to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Dida Firgiawan)

172	STEM Education	ABS-11
Validation of Deep Learning-Based Instructional Materials for Pancasila Education: Integrating Digital Citizenship Skills and Moral Intelligence Nisrina Nurul Insani, Marshelayanti Mohamad Razali, Aim Abdul Karim, Kokom Komalasari, Rahmat, Muhammad Arief Rakhman, Suriaman, Laila Puspita Anggraeni Universitas Pendidikan Indonesia, Universiti Pendidikan Sultan Idris Abstract Pancasila Education plays an important role in cultivating civic values and national identity among Indonesian students. However, existing instructional materials used in senior high schools still emphasize ideological knowledge and moral values without sufficiently integrating digital citizenship competencies. This condition creates a gap between traditional civic education and the realities of students^ participation in digital environments. In the digital era, instructional materials must not only transmit civic values but also foster responsible digital behavior, ethical awareness, and critical engagement. Therefore, strengthening instructional materials that integrate deep learning, digital citizenship, and moral intelligence is essential. This study aims to validate deep learning based instructional materials for Pancasila Education that integrate digital citizenship skills and moral intelligence for senior high school students in Bandung, West Java, Indonesia. The research employed a Research and Development (R&D) design focusing on the product validation stage. Source triangulation involved seven sources through two mechanisms: four expert validators who assessed the materials using structured validation instruments and three Focus Group Discussion (FGD) participants representing the Provincial Pancasila Education Teachers^ Association (MGMP), a practitioner-author, and research promotors. The validation instrument evaluated four dimensions: book text quality, moral intelligence integration, digital citizenship skills, and the deep learning approach. Quantitative data were analyzed using a five-category feasibility rubric, while qualitative data were coded using NVivo 15. The results categorized the instructional materials as feasible, with an overall score of 71.50%. The deep learning dimension achieved the highest score (75.00%), followed by book text quality and moral intelligence (each 72.50%). Digital citizenship integration obtained the lowest score (65.00%), indicating the need for further strengthening. NVivo coding confirmed that digital citizenship was the main area for improvement. Source triangulation showed convergence across all seven sources, indicating that the materials are feasible for refinement rather than redevelopment before field implementation. Keywords: instructional materials validation- deep learning- Pancasila Education- moral intelligence digital citizenship- Share Link | Plain Format | Corresponding Author (Nisrina Nurul Insani)

173	STEM Education	ABS-27
Computational Thinking and the Development of Civic Reasoning in Civic Education: Integration of STEM Approach and Logical Reasoning Yayuk Hidayah1*, Nathasa Pramudita Irianti 2, Rr. Yudiswara Ayu Permatasari3 1 Universitas Negeri Yogyakarta, Yogyakarta, Indonesia 2 Sekolah Tinggi Pertanahan Nasional, Yogyakarta, Indonesia 3 Institut Seni Indonesia,Yogyakarta, Indonesia Abstract The development of civic reasoning is a fundamental objective of citizenship education in higher education, particularly in preparing students to critically analyze social issues, evaluate public information, and make rational civic decisions. However, citizenship education practices in universities often emphasize normative knowledge rather than strengthening students^ analytical and logical reasoning skills. Integrating computational thinking within a STEM (Science, Technology, Engineering, and Mathematics) learning framework offers a promising approach to foster systematic thinking, problem-solving skills, and evidence-based reasoning in civic learning contexts. This study aims to examine the influence of computational thinking integrated with a STEM approach on the development of students^ civic reasoning in citizenship education.This research employed a quantitative approach involving 120 undergraduate students from three higher education institutions in Yogyakarta, Indonesia: Universitas Negeri Yogyakarta, Institut Seni Indonesia Yogyakarta, and Sekolah Tinggi Pertanahan Nasional. Data were collected using a civic reasoning test instrument measuring three indicators: analysis of civic issues, evidence-based argumentation, and civic decision-making. Instrument validity was assessed through expert judgment and construct validity testing, while reliability was measured using Cronbach^s Alpha coefficient. Data were analyzed using descriptive statistics and regression analysis.The findings indicate that the integration of computational thinking within STEM-oriented citizenship education significantly improves students^ civic reasoning skills (p < 0.05). These results suggest that computational thinking practices-such as problem decomposition, pattern recognition, abstraction, and algorithmic reasoning-can strengthen students^ ability to analyze civic problems and construct logical civic arguments. Keywords: computational thinking- civic reasoning- STEM education- citizenship education- higher education. Share Link | Plain Format | Corresponding Author (Yayuk Hidayah)

174	STEM Education	ABS-39
Conceptual Framework for Developing a Receptive and Expressive Language Learning Model for Early Childhood Using a Multimedia-Based Block Center Approach Stephanus Turibius Rahmat, Suyitno Muslim, Moch. Sukardjo Doctoral Program in Educational Technology, Universitas Negeri Jakarta, Indonesia Abstract This study aims to describe the conceptual framework for developing an early childhood language learning model through a multimedia-based block center approach. This model was developed by integrating the strengths of the constructivist block center approach with the interactive potential of multimedia technology. This integration creates a learning environment that can stimulate children^s receptive and expressive language skills simultaneously, holistically, and integrally. The conceptual framework was developed by examining the need for a new model, analyzing existing research gaps, and establishing the theoretical foundation for the proposed model design. The authors employed the Systematic Literature Review (SLR) method to identify, evaluate, and interpret relevant research on language learning models within the multimedia-based block center approach. Using the SLR method, the literature was systematically reviewed according to a rigorous protocol at each stage of the process to address the research questions. The results of this study are expected to help Early Childhood Education (ECE) educators understand the theoretical justification for selecting the block center as a learning strategy, as well as recognize the strategic role of multimedia as a scaffolding tool that enriches learning experiences. As a solid conceptual foundation, this study presents the justification, theoretical basis, and initial design framework of an innovative approach to language stimulation. Thus, this study can serve as a reference for ECE practitioners to implement more effective, engaging, and relevant language learning in accordance with the developmental characteristics of children in the digital era. Keywords: conceptual framework- learning model- receptive language- expressive language- block center- multimedia Share Link | Plain Format | Corresponding Author (Stephanus Turibius Rahmat)

175	STEM Education	ABS-40
DEVELOPING AN INNOVATIVE TECHNOLOGY-BASED PEDAGOGICAL MODEL IN THE EDUCATION PROFESSION TO SUPPORT THE SDGs Indah Purnama Dewi(a*), Mansyur Srisudarso(b), Tedi Purbangkara(b) (a*b)Teacher Professional Education Study Program, Faculty of Teacher Training and Education, Singaperbangsa Karawang University, Karawang, West Java, Indonesia Abstract This study aims to develop an innovative technology-based pedagogical model in the education profession to support the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 on quality education. The research employed a Research and Development (R&D) design combined with a pre-test and post-test experimental approach. The participants were 60 students, purposively selected and divided into control and experimental groups. Data were collected through pre- and post-tests, observation sheets, questionnaires, and interviews. The results showed that most data were not normally distributed, while the homogeneity test indicated that the data were homogeneous (p > 0.05). Furthermore, the paired-samples t-test revealed that although learning outcomes increased, the difference was not statistically significant (p = 0.581 > 0.05). This indicates that the developed model has the potential to improve learning outcomes but has not shown significant effectiveness. Further research with larger samples and longer implementation is recommended. Keywords: Innovative Pedagogy- Technology-Based Learning- SDGs- Learning Outcomes- Experimental Research Share Link | Plain Format | Corresponding Author (Tedi Purbangkara)

176	STEM Education	ABS-42
Integration of STEM (Science, Technology, Engineering, Mathematic) Approach on Mathematic Learning in Higher Education Nathasa Pramudita Irianti(a*), Rr. Yudiswara Ayu Permatasari(b), Yayuk Hidayah(c) a) Sekolah Tinggi Pertanahan Nasional b) Institut Seni Indonesia Yogyakarta c) Universitas Negeri Yogyakarta Abstract The rapid advancement of science and technology in the 21st century demands a transformation in mathematics learning, particularly at the higher education level. The STEM (Science, Technology, Engineering, and Mathematics) approach has emerged as a promising framework for fostering interdisciplinary, contextual, and student-centered learning that bridges abstract mathematical concepts with real-world applications. This article aims to examine the integration of the STEM approach in mathematics learning within higher education, with a focus on its implementation models, pedagogical strategies, and impacts on student learning outcomes. Through a review of relevant literature, this study identifies that STEM integration in higher education mathematics can be implemented through several models, including the Silo, Embedded, and Integrated approaches, often combined with active learning strategies such as Project-Based Learning (STEM-PjBL) and Problem-Based Learning (STEM-PBL). Findings indicate that STEM-integrated mathematics learning contributes to improvements in students^ mathematical literacy, critical thinking, creative thinking, and problem-solving abilities. Moreover, the use of technology-based media further supports the effectiveness of STEM implementation. Despite its potential, STEM integration at the tertiary level remains limited and under explored compared to primary and secondary education. This article concludes that expanding STEM-integrated mathematics instruction in higher education is essential for preparing graduates with the competencies required by the modern workforce. Keywords: Higher Education, Mathematics Learning, STEM Approach, STEM Integration Share Link | Plain Format | Corresponding Author (Nathasa Pramudita Irianti)

177	STEM Education	ABS-45
WORKED EXAMPLES IN MATHEMATICS LEARNING: A SYSTEMATIC LITERATURE REVIEW Zakiya Amalia Hartanto Putri, Cecep Anwar Hadi Firdos Santosa, Syamsuri, Hepsi Nindiasari Universitas Sultan Ageng Tirtayasa, Indonesia zakiyaamalia00[at]gmail.com Abstract This study aims to examine the implementation of the worked-example method in mathematics learning and its effect on students^ mathematical problem-solving ability through a Systematic Literature Review (SLR) approach. The analysis was conducted on research articles published between 2016 and 2026 and indexed in reputable databases, namely Scopus (Q1-Q3) and national journals accredited by SINTA (minimum level 3). The article selection process followed the PRISMA framework, resulting in 18 articles that met the inclusion criteria. The selected studies were analyzed based on research type (quantitative, qualitative, and mixed methods), subject level (secondary school students and university students), implementation of the worked-example method, and key findings related to mathematical problem-solving ability. The results indicate that the worked-example method is implemented in various forms of mathematics learning and consistently shows a positive effect on students^ mathematical problem-solving ability. This method helps students understand solution procedures systematically, reduces cognitive load, and enhances knowledge transfer. Therefore, the worked-example method can be considered an effective instructional strategy to improve the quality of mathematics learning. Keywords: worked-examples, problem solving Share Link | Plain Format | Corresponding Author (Zakiya Amalia Hartanto Putri)

178	STEM Education	ABS-47
Fostering Student Action for Clean Water and Sanitation (SDG-6) Through Project-Based STEM-ESD Learning Ayudya Fitriyani (a*), Rini Solihat (a), Ari Widodo (a) a) Biology Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *ayudya[at]upi.edu Abstract Environmental issues are becoming increasingly prevalent, particularly those related to clean water and sanitation, but concrete action to address them are still rare. Therefore, an innovative educational approach such as STEM-ESD is needed, in which students are guided to develop simple sustainable technological solutions. This study aims to analyze the effect of STEM-ESD learning related to SDG-6 on student action. This research employed a quasi-experimental, pretest-posttest design. The student sample was selected using convenience sampling from all 10th-grade classes at a high school, consisting of an experimental group (N=43) and a control group (N=37). Data were collected using an action questionnaire that included action indicators (past, present, future) and competency achievements, supplemented by interviews as supporting data. The results of the independent samples t-test showed no significant difference (p=0.456 > 0,05). However, the experimental group exhibited a pattern of positive change (increase in students^ posttest scores reflecting a positive shift from past actions to future action plans) was dominant (67.44%) compared to the control group (54.06%). Interview results indicated a shift in the students^ mindset, showing that they are capable of participate in simple and sustainable actions in daily life to prevent and address water-related issues. Thus, this finding suggests that STEM-ESD learning can encourage students to take concrete action related to SDG-6. Keywords: clean water and sanitation, SDG-6, STEM-ESD learning, sustainability action, water pollution Share Link | Plain Format | Corresponding Author (Ayudya Fitriyani)

179	STEM Education	ABS-60
Mapping Differences in Students Knowledge and Perspectives on Climate Change Mitigation and Adaptation Baharudin Yusuf Haqiqi, Ari Widodo, Rini Solihat Biology Education, Universitas Pendidikan Indonesia Abstract Climate change education plays an important role in strengthening students^ sustainability literacy. Although climate change issues are increasingly discussed in science education, students^ understanding often remains fragmented and tends to focus primarily on the causes of climate change, while their understanding of mitigation, adaptation, and constructive individual engagement in climate action is still limited. This study aims to map students^ conceptual knowledge of climate change through four key dimensions: knowledge of climate change causes and impacts, knowledge of mitigation strategies, knowledge of adaptation strategies, and constructive hope toward climate action. The study involved 72 junior high school students who completed a contextual essay test consisting of 20 items developed based on local environmental issues such as urban transportation, waste management, deforestation, and extreme weather events. Students^ responses were analyzed using an analytic rubric with a score range of 0-4 to assess the depth of scientific understanding and causal reasoning. The descriptive analysis revealed that students^ average scores were 44.18 for knowledge of climate change causes and impacts, 46.53 for mitigation knowledge, 32.73 for adaptation knowledge, and 33.94 for constructive hope toward climate action, with an overall average score of 40.31. The findings indicate that students demonstrate relatively stronger understanding of climate change mitigation compared to adaptation, while their orientation toward constructive climate action remains comparatively low. This pattern suggests a noticeable gap between students^ knowledge of mitigation and adaptation as well as a disconnect between conceptual understanding and action-oriented perspectives. The novelty of this study lies in its integrative mapping of students^ climate change knowledge by incorporating adaptation knowledge and constructive hope as key dimensions of sustainability literacy. These findings provide empirical insights for developing more transformative climate change education that supports students^ sustainability literacy and their readiness to engage in climate action Keywords: Climate change education- Climate change mitigation- Climate change adaptation- Sustainability literacy- Students^ perspectives- Junior high school students Share Link | Plain Format | Corresponding Author (Baharudin Yusuf Haqiqi)

180	STEM Education	ABS-62
The Effect of Integrating Science Text Cards, KWL Charts, and Visual Cues on Middle School Students Critical Thinking Skills and Cognitive Abilities Hanifah Nurhayati, Parlindungan Sinaga, Rika Rafikah Agustin Department of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Science learning at the junior high school level often faces challenges in developing students^ critical thinking skills and cognitive abilities, especially when learning abstract topics such as Earth structure. This study aimed to examine the effect of integrating science text cards, KWL charts, and visual cues on the critical thinking skills and cognitive abilities of eighth-grade students in learning Earth structure. A pre-experimental one-group pretest-posttest design was used with 33 students selected through convenience sampling. Data were collected using a 20-item multiple-choice test, consisting of 9 items for critical thinking skills and 11 items for cognitive abilities. The validity and reliability of the instrument were analyzed using the Rasch model with Ministep software based on pretest data. Pretest and posttest scores were analyzed using descriptive statistics, normality tests, the Wilcoxon Signed-Rank Test, and effect size analysis in SPSS. The results showed a significant increase in the mean score from 48.79 to 62.12, with a large effect size of r = 0.60. These findings indicate that the integration of science text cards, KWL charts, and visual cues has the potential to be effective in improving students^ critical thinking skills and cognitive abilities. Keywords: cognitive abilities- critical thinking skills- earths structure- KWL chart- science text cards- visual cues Share Link | Plain Format | Corresponding Author (Hanifah Nurhayati)

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