Volume 20: Issue 1 (June 2025)
The Role of Family in Shaping Children’s Islamic Education: A Study in Paku Pasir Village, Leuwisadeng, Bogor
Reffy Ananda Rizki, Akhmad Kharis Kurniawan, and Aura Fathan Mubinah (Institut Nida El Adabi, Indonesia)
Abstract: The role of the family is vital in strengthening their children’s understanding of Islam, which is a fundamental part of shaping their children’s identity and behavior as good Muslims. This study examined how the family, especially parents, contributes to developing their children’s understanding of Islamic education. It also explores the factors that support or hinder their efforts to improve their children’s Islamic knowledge. To gather information, this study used a qualitative research design, interviewing four participants. All data from these audio interviews were transcribed and analyzed using the Miles and Huberman model. The analysis identified three main parental roles: involvement, being role models, and providing motivation. These roles are supported by the availability of Qur’an Learning Centers and an Islamic environment. Conversely, challenges faced by parents and guardians include their busyness, lack of Islamic knowledge, and gadget addiction. Parents face both obstacles and supportive factors in guiding their children’s Islamic education. It is recommended that parents continue to learn about Islamic teachings and spend more quality time with their children. Such activities will help parents better support their children’s Islamic education.
Keywords: family role, Islamic education, parental involvement
Influence of Computer-Assisted Semantic Mapping on the Reading Performance of Grade 10 Students of San Francisco National High School
Romulo A. Alcantara Jr. (San Francisco National High School, Philippines) and Venessa S. Casanova (Occidental Mindoro State College, Philippines)
Abstract: To address the concerning number of frustrated and non-reading high school students, this paper evaluates the potential of Computer-Assisted Semantic Mapping (CASM) to improve reading performance among Grade 10 learners. This experimental study aimed to measure the effectiveness of CASM on the reading skills of 60 Grade 10 students at San Francisco National High School. Due to the high number of frustrated readers, literacy adaptability was identified as a key area for improvement. Therefore, reading performance levels were assessed before and after the intervention using mean, frequency, and percentage analyses. To determine significant changes, statistical tests such as the t-test and paired t-test were applied. Results showed that CASM did not produce statistically significant improvements in reading comprehension, despite some observed increases in mean scores. This suggests that CASM may not effectively address reading gaps for Grade 10 learners but could be more beneficial for younger students, smaller class settings, or those with lower reading proficiency. CASM may be incorporated into various stages of lessons to build prior knowledge, and future researchers and educators may explore alternative hypertext or software interventions for e-semantic mapping to enhance its effectiveness further.
Keywords: language learning, literacy, reading comprehension
Effectiveness of the IDEAL Model and Polya’s Method on Grade 9 Students’ Problem-Solving Proficiency and Attitude Toward Right Triangle Problems
Eejay Efraem M. Reyes, Kyla Kate F. Maron, and Jupeth T. Pentang (Central Luzon State University, Philippines)
Abstract: Problem-solving fosters learners’ critical thinking, creativity, and deeper understanding, making them more likely to apply their knowledge in daily life and achieve greater academic success. This study compared the IDEAL Problem-Solving Model and Polya’s Problem-Solving Method regarding proficiency and attitudes toward problem-solving involving right triangles. While the IDEAL model emphasized structured analysis of cognitive processes, Polya’s method focused on heuristic steps. Specifically, the research examined how learners’ problem-solving proficiency and attitudes changed after the intervention. A quasi-experimental design was used to assess the impact of this intervention. The participants were 60 Grade 9 students from San Jose City National High School, selected through purposive sampling. One group was taught using the IDEAL model, while the other learned via Polya’s method. Data were collected through a five-problem-solving test and a semantic differential scale, with responses recorded before and after the intervention. The results showed that using the IDEAL model improved students’ problem-solving skills and attitudes, leading to increased engagement and understanding. However, overall performance did not reach the desired level, indicating that teaching strategies still need refinement. Ongoing improvements and guidance are necessary to develop learners’ mathematical skills fully.
Keywords: classroom-based action research, mathematics learning interventions, problem-solving strategies
Development of Disaster Readiness and Risk Reduction Lessons: The Lens of the Bicol Region
Al B. Besmonte (Bicol University, Philippines)
Abstract: The Bicol Region in the Philippines is highly vulnerable to various natural hazards, including typhoons, volcanic eruptions, and earthquakes. To mitigate these risks, it is essential to integrate disaster risk reduction and management (DRRM) into various aspects of life, including education and other key areas of concern. This study aimed to develop and validate lessons for Disaster Readiness and Risk Reduction (DRRR) for Senior High School Science, Technology, Engineering, and Mathematics (SHS-STEM) students in the Bicol region. Lessons were designed to address the unique hazards and vulnerabilities of the area, focusing on community-based DRRM and policies related to RA-10121. The study employed a developmental design and a mixed-methods approach, combining both qualitative and quantitative methods to gather insights from key stakeholders and validate the developed lesson. The results of the validation process showed that the lessons were well-received and effective in promoting disaster readiness and risk reduction among local communities. The lessons were found to be well-suited for the cognitive level and learning needs of senior high school STEM students. They effectively incorporated essential DRRM concepts, emphasizing community involvement and legal frameworks. The study highlights the importance of involving local communities in DRRM efforts, ensuring that DRRM initiatives are culturally sensitive and effective. The developed lessons can contribute to improving disaster preparedness and resilience among students and their communities. It provides a valuable model for enhancing community resilience and reducing disaster risk, which can be scaled up and replicated in other regions. The findings of this study have significant implications for DRRM in the Philippines, emphasizing the need for comprehensive and well-designed DRRR education for students, particularly in the context of STEM education.
Keywords: disaster preparedness, lesson development, natural hazards
Regional Variations in Development Journalism in Luzon: A Critical Discourse Analysis
Vince JC A. Macadangdang, Eugene T. Ucol, Lan Arwen Salmo, Tom Joshua P. Viernes, and Joel M. Torres (Central Luzon State University, Philippines)
Abstract: This study contributes to media linguistics and development communication by examining how campus journalists in Luzon, Philippines, construct ideological positions through language when reporting on development issues. Specifically, it investigates how discursive strategies, such as nomination, predication, argumentation, perspectivation, and intensification, are employed across campus publications. It also looks at how these linguistic features reflect alignment with pro-government, pro-process, or pro-participation perspectives. Using a qualitative research design grounded in Critical Discourse Analysis, the study applied the Discourse-Historical Approach to analyze 30 purposively selected development journalism articles published from six Luzon regions. The researchers used a coding matrix to systematically identify discursive strategies and a two-phase classification process to determine ideological stance, supported by an interrater reliability trial. Findings revealed that campus journalists vary in their ideological orientation, which existing institutional, regional, and sociopolitical contexts may influence. Pro-government articles portrayed state institutions as benevolent actors; pro-participation articles foregrounded community voices and critiqued exclusionary practices, while pro-process articles emphasized systemic logic and a neutral tone. These results suggest that student journalism is not ideologically monolithic but reflects the diversity of its discursive environment. The study concludes that discursive strategies are central to how campus journalists construct their ideological positions, even in student-run publications, which serve as early grounds for journalistic identity formation. While limited to Luzon-based articles explicitly labeled as development journalism, the study recommends expanding future research to include campus publications in the Visayas and Mindanao. It also suggests the integration of discourse-focused training in journalism programs to develop more critically aware and ideologically reflective student journalists.
Keywords: development communication, discursive strategies, ideological stance
Development of a Scale for Individualized Physical Activity-Based Methods in the Education of Gifted Students
Fatih Pala (Oltu Science and Art Center, Turkey)
Abstract: This study developed a valid and reliable scale to evaluate individualized physical activity-based methods in the education of gifted students. The positive effects of physical activity on learning processes in cognitive, affective, social, and psychomotor domains are emphasized. It is highlighted that standard educational methods may be insufficient for gifted students, and the importance of individualized and movement-based learning approaches is underscored. During the scale development process, expert opinions, a pilot study, and factor analyses were employed to establish a multidimensional structure of the scale. The scale consists of four subdimensions: “Thinking Through Physical Activity,” “Adaptation to Individual Learning,” “Sensory and Kinesthetic Stimulation,” and “Motivational Engagement and Enjoyment.” The findings suggest that physical activity-based methods are effective in enhancing the motivation, attention, and academic achievement of gifted students. It is recommended that these approaches be supported in educational policies.
Keywords: inclusive education, individualized learning, scale development
Enhancing Conceptual Understanding and Interest in Energy Concepts through Comics-Based Mnemonics
Rhayza M. Gabriel, Mary Grace A. Castulo, and Lexter R. Natividad (Central Luzon State University, Philippines)
Abstract: This study aimed to evaluate the effectiveness of Comics-Based Mnemonics (CBM) in enhancing students’ conceptual understanding and interest in Physics topics such as energy transformation and the conservation of mechanical energy. A quasi-experimental research design was utilized, involving 40 Grade 9 students at a public national high school, selected through purposive sampling. The experimental group was taught using CBM, while the conventional group continued with the commonly used method of teaching. Data collection included a validated researcher-made 30-item pretest and posttest, as well as a Likert scale questionnaire to assess students’ conceptual understanding and interest levels in Physics. Descriptive and inferential statistics, such as dependent and independent t-tests, were used to compare the performance of the groups. Results demonstrated that the use of CBM significantly enhanced students’ conceptual understanding and increased their interest in Physics. Additionally, a correlational analysis between posttest scores and post-interest levels of the CBM group, using Spearman’s rho, revealed a moderate, statistically significant positive relationship. This indicates that incorporating visually engaging, relatable, and creative instructional materials in the teaching–learning process can help students enhance their conceptual understanding when dealing with complex and abstract Physics concepts. Given the promising results, this study highlights the potential of CBM as a valuable pedagogical tool that can transform science education by making learning more accessible and engaging. To further establish its significance, future research should involve a larger and more diverse student population, extend the implementation period, and explore the applicability of CBM across various scientific disciplines. Doing so can strengthen the case for integrating CBM into mainstream science curricula and support educational innovations that promote deeper understanding and sustained interest in science among learners.
Keywords: action research, classroom intervention, instructional materials, physics education
Disclaimer
The data reported and discussions (insights, arguments) expressed in these articles are those of the authors and do not necessarily reflect the opinions of the publisher, editors, or any institution.
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