The 7th International Conference on Education and Social Science (7th ICESS)Upcoming

9 Oct 2025, 05:35 → 10 Oct 2025, 23:40 Asia/Makassar

Ballroom (Hotel Lombok Astoria)

Boniesta Zulanda Melani (University of Mataram)

The 7th Annual Conference on Education and Social Sciences (ICESS) 2025 will be held in Mataram, West Nusa Tenggara, Indonesia, October 9-10, 2025. The theme of the conference is “Empowering Education and Social Sciences for Sustainable Development, Global Competitiveness, and Local Impact” The conference will be held in a hybrid mode, offering both in-person and virtual participation options.

In today’s fast-paced world, we are witnessing remarkable progress in technology, particularly in the field of artificial intelligence and related domains. Within this context, it is crucial for professionals in Social Sciences and Education to actively adapt their approaches to research and thinking. The upcoming 7th ICESS 2025 conference aims to foster this spirit of innovation by inviting presenters to share their groundbreaking research. Together, we strive to empowering education and social sciences for sustainable development, global competitiveness, and local impact.

Manuscript Template.zip

Thursday, 9 October

08:00 → 08:30 Registration

Registration for participants and presenters.

08:30 → 09:30 Opening Ceremony

09:30 → 09:40 Break

Break for snack

09:40 → 12:00 Plenary Session: Presentation by Donita Grissom, Ph.D. & Dr. Na Jiang

09:40 From Stressed Classrooms to Optimal Learning: Teacher Wellness, SEL, Brain Science, and ESL Strategies

Many classrooms begin the day in a climate of tension, where teacher stress and occupational pressure seep into interactions and influence students’ readiness to learn. Research shows that when stress escalates, student outcomes often decline, while teacher burnout and turnover disrupt continuity of instruction and weaken school relationships. Neuroscience provides insights into this dynamic: under perceived social threat, students’ prefrontal “thinking” systems downshift, and core executive functions—working memory, problem-solving, and collaborative capacity—are compromised as defensive processing takes over, making students appear disengaged or “blank.” Neutral cues can be misread as hostile, further heightening classroom friction. This study emphasizes that restoring a positive learning climate requires addressing teacher wellness as well as integrating simple yet powerful social-emotional learning (SEL) routines. Practices such as belonging rituals, emotion-regulation prompts, and predictable talk structures help create psychological safety, reduce threat responses, and reopen the executive functions essential for academic progress. Additionally, positive emotions, curiosity, and well-calibrated rewards enhance attention, memory, and persistence, supporting deeper and longer-lasting learning. The study also underscores multilingualism as a cognitive asset; by leveraging students’ first-language knowledge, employing visual scaffolds, structured sentence frames, and purposeful peer talk, teachers can make content more comprehensible and accelerate learning for English as a Second Language (ESL) students. This integrated approach reframes classroom diversity as a resource rather than a barrier. Central to these strategies is the teacher’s pivotal role as both “thermostat” and “architect”: setting the emotional climate—safety, belonging, and calm—and designing learning pathways with clear goals, scaffolds, and constructive feedback. Tools from High Five to Thrive (HFTT), which safeguard teacher energy and classroom climate, and the 12 BOOST Moves for multilingual learners offer concrete, classroom-ready steps to implement these principles. By aligning teacher wellness, SEL, brain-based insights, and ESL strategies, this research provides an evidence-informed framework for building optimal learning environments. Such alignment not only enhances motivation—defined as the energy and direction behind sustained learning—but also strengthens student focus, perseverance, and academic achievement. The integrated practices described here serve as practical, scalable solutions for creating inclusive, resilient classrooms where both teachers and students thrive.

Speaker: Dr Donita Grissom (University of Central Florida)

10:30 Lifelong Learning as a Driver for Sustainable Development, Global Competitiveness, and Local Impact

In an era marked by rapid technological change, global competition, and demographic shifts, lifelong learning has become a central mechanism for sustaining employability, innovation, and social cohesion. This presentation explores the dynamic relationship between digital transformation, ageing societies, and global competitiveness through the lens of lifelong learning. It highlights how digital transformation both disrupts existing skills and creates new opportunities, positioning lifelong learning as essential for adaptation and innovation. Digital technologies further expand the modalities of lifelong learning through online platforms, adaptive systems, and data-driven personalization, enabling flexible and inclusive “anytime, anywhere” education. Lifelong learning is also examined as a key determinant of global competitiveness, as it enhances human capital, drives productivity, and fosters social inclusion, helping nations respond effectively to globalization and technological change. Moreover, in the context of ageing populations, lifelong learning plays a crucial role in promoting cognitive health, quality of life, social participation, and active citizenship, while reducing the socio-economic pressures of demographic ageing. Finally, the paper turns to China as a case study, presenting three practices: community education centers as grassroots learning hubs, elderly learning institutions as a response to active ageing, and digital empowerment initiatives aimed at narrowing the urban–rural divide. These experiences underscore how policy frameworks, community participation, and digital innovation can work synergistically to build inclusive lifelong learning systems.

Speaker: Dr Na Jiang (Shangrao Normal University)

12:00 → 13:30 Lunch Tiime (Break)

13:30 → 15:40 Parallel Session: Room 1

13:50 The Effect of Mobile Learning Application Use on Vocational Students’ English Proficiency

One strategy that can be used to optimize learning and TOEIC preparation is to facilitate students' learning anytime and anywhere through materials and exercises integrated with technology, namely via a smartphone application. Therefore, this study aims to determine the effectiveness of using the Poliban English Preparation Test Application (PEPTA), which contains TOEIC-based listening and reading materials and exercises. By improving students’ TOEIC scores, this research is expected to contribute to enhancing students’ English proficiency and increasing exit test scores as one of the Key Performance Indicators (IKT) of Politeknik Negeri Banjarmasin. The research questions addressed are (1) Is there a significant difference in English proficiency for users of the application before and after using it? (2) How do the students perceive the use of PEPTA? This study employed a quasi-experimental method as part of a Research and Development (R&D) design using the ADDIE model. The instruments used were a pre-test, a post-test, and a questionnaire. The experimental group consisted of 27 students, and the control group consisted of 26 students. Levene’s Test for Equality of Variances showed F = 0.009 and Sig. = 0.923, indicating that the variances between groups were considered equal (homogeneous). The t-test produced t = -0.608 with df = 51 and a significance value of p = 0.546 (two-tailed). Since p > 0.05, there was no significant difference between the control and experimental groups in the post-test results. Although the developed product (PEPTA) did not significantly increase students’ TOEIC scores, students have positive perceptions of its use. It also allows students to access TOEIC learning materials and practice anytime and anywhere, promoting flexible learning according to their individual needs. Furthermore, this study provides insights into the challenges of implementing technology in learning.

Speaker: Rizky Amelia (Politeknik Negeri Banjarmasin)

ICESS 2025 Abstract_Rizky Amelia et al.docx

Rizky Amelia_PEPTA_ICESS 2025.pptx

14:00 Development of Interactive Learning Media Based on GeoGebra on the Topic of Relations and Functions in the Context of Wetland Culture

This study aims to develop an interactive learning media based on GeoGebra and JavaScript for the topic of relations and functions, incorporating the cultural context of wetland environments, including traditional foods, regional songs, and other local cultural elements. The development process followed the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Product evaluation was carried out through validity testing by media and content experts, as well as practicality and effectiveness testing. The results showed that the developed media was valid in terms of both content and technical aspects. The media was also considered practical, based on teacher and student questionnaire responses indicating a very good category. The effectiveness test using the Paired Sample t-test yielded a p-value of < 0.05, indicating a significant difference between pretest and posttest scores. A Cohen’s d value of 3.53 indicated a very large effect size, with a statistical power of 1, demonstrating strong statistical reliability. Therefore, the developed interactive learning media is considered appropriate and effective for use in contextual mathematics learning on the topic of relations and functions.

Speakers: R. Ati Sukmawati (Universitas Lambung Mangkurat), Harja Santana Purba (Universitas Lambung Mangkurat)

R Ati Sukmawati_Developing GeoGebra-Based Interactive.doc

14:10 Feasibility Evaluation of the Ubuntu Operating System in Supporting Learning Activities in the Computer Education Study Program, FKIP ULM

Windows is the most widely used operating system globally. It is known as a paid software that requires relatively high hardware specifications. Ubuntu 22.04 LTS, as an open-source operating system, offers a legal, lightweight, and efficient alternative. This study aims to evaluate the potential of Ubuntu 22.04 LTS as a supporting operating system for learning activities in the Computer Education Study Program at the Faculty of Teacher Training and Education, Lambung Mangkurat University. The research method used is an experimental approach with a one-shot case study design, focusing on two main indicators: software availability and compatibility. Data were collected through curriculum document analysis, questionnaires distributed to course lecturers, and direct software testing on Ubuntu. The findings indicate that out of 50 required software applications, 32 are natively available, while 18 are available as alternatives. These results suggest that Ubuntu can meet the software needs for learning activities in the Computer Education Study Program. This study also produced a practical guide document for using Ubuntu 22.04 LTS to support academic activities in the program.

Speaker: Harja Santana Purba (Universitas Lambung Mangkurat)

14:20 Exploring Digital Parenting Practices among Parents of Young Children in East Lombok Regency within the Context of Society 5.0

This study aims to explore the digital parenting practices implemented by parents of young children in East Lombok Regency in the era of Society 5.0. A descriptive-exploratory method was employed, involving 106 purposively selected parents. Data were collected through questionnaires distributed directly (offline) and via Google Forms (online). Data analysis applied a mixed-methods approach, combining descriptive quantitative analysis to map digital parenting practices with thematic qualitative analysis to capture parents’ experiences and challenges. The findings reveal that digital parenting practices in East Lombok fall into the high category, particularly in selecting appropriate digital content (mean = 4.31) and regulating screen time (mean = 4.23), while the use of parental control features remains more varied (mean = 3.92). The main challenges include limited digital literacy, difficulties in understanding new technologies, and the influence of social environments. On the other hand, opportunities arise from the use of educational applications, the integration of local cultural values, and collaboration between parents and schools. This study emphasizes the need for digital literacy programs for parents, the integration of digital parenting content into early childhood teacher education, and more contextual policy support regarding gadget use among young children.

Keywords: Digital Parenting; Early Childhood; Digital Literacy; East Lombok

Speaker: Muslihatun Maulidian (Universitas Mataram)

Abstrak Penelitian.docx

14:30 Exploring the Efficacy of TikTok and Edlink in Enhancing ESP Students' Speaking Skill: A Mixed-Method Study on Mechanical Engineering Students

This study investigates the efficacy of TikTok and Edlink in enhancing English for Specific Purposes (ESP) speaking skills among Mechanical Engineering students at Banjarmasin State Polytechnic. Recognizing the growing demand for effective communication skills in technical fields, this research applies a mixed-method design, combining quantitative and qualitative approaches. A total of 60 students participated, completing Likert-scale questionnaires. Quantitative results reveal that both TikTok and Edlink were perceived positively, with mean scores above 4.0 on a 5-point scale. TikTok was rated highly for increasing confidence, fluency, and motivation, while Edlink was valued for its structured learning environment, feedback, and alignment with academic goals. Qualitative findings support these results, showing that TikTok encouraged creativity and reduced speaking anxiety, whereas Edlink provided systematic practice and assessment. Challenges identified include distractions on TikTok and occasional technical issues on Edlink. Overall, the study concludes that TikTok and Edlink complement each other in supporting ESP speaking development: TikTok fosters engagement and confidence, while Edlink ensures structure and accuracy. The findings provide valuable insights for ESP educators, highlighting the importance of integrating social media platforms and learning management systems to optimize speaking skill development in vocational and technical education contexts.

Speaker: Mrs Rahma Pitria Ningsih (Politeknik Negeri Banjarmasin, Department of Mechanical Engineering)

Abstract.docx

14:40 Implementing Case-Based Learning in English Language Teaching: An Exploratory Action Research in an ESP Context

Case-based learning, as an instructional method, encourages the development of critical thinking skills, problem-solving abilities, the application of theory in English language learning, and the simulation of problem-solving in professional contexts. This study aims to implement and evaluate the application of case-based learning in the English 2 course at Politeknik Negeri Banjarmasin to improve the quality of learning in line with students’ needs. The research team employed a qualitative approach using exploratory action research, which involves the stages of exploration, action, and sharing, focusing on exploring problems, challenges, and potential learning strategies before moving to the systematic implementation phase. The research subjects consist of 78 students from three study programs (Geomatics and Surveying Engineering Technology, Accounting Information Systems, and Accounting). Data was collected using prepared instruments through observation for eight meetings, questionnaire responses, and reflective journals. The data analysis used in this study includes reflective analysis, identification of themes or patterns, utilization of data as a baseline, validation of findings through triangulation, and contextual and narrative interpretation. The findings demonstrate that the case-solving group activity effectively engaged students, enhanced collaboration, and encouraged peer learning. 96.2% of the students stated that they are able to follow the instruction, with 43.6% feeling very satisfied and 55.1% satisfied with the results. However, there are still many students who faced minimal difficulties in reading and writing tasks; speaking and presentation skills require further reinforcement. The implementation of case-solving group tasks in English 2 is proved to support collaborative learning and task-based language teaching principles, fostering students’ engagement, critical thinking, and reflective skills. However, challenges in oral presentation and unequal participation highlight the need for structured speaking practice, vocabulary support, and clearer role assignment in future cycles.

Speaker: Rizky Amelia (Politeknik Negeri Banjarmasin)

ICESS 2025 Abstract_Rizky Amelia et al - fundamental.docx

Rizky Amelia, Nurhidayati, Noor Aina Heliana, Nurfitriah, Nisa Mahbubah_PPT ICESS

14:50 The Role of Organizing, Controlling, and Supervision in Enhancing Management and Leadership Effectiveness at Islamic Higher Education Institution

The main problem faced by Islamic higher education institutions (PTKI) is the lack of in- depth understanding of how control, supervision, and performance can affect the effectiveness of management and problem-solving in the environment. Therefore, this study used the PLS-SEM approach to examine the dimensions of management and leadership success in PTKI by emphasizing the role of organizing, performance, and supervision. Using a quantitative research design with a survey method, data were collected through questionnaires from 86 lecturer respondents at PTKI. The analysis technique used was PLS- SEM to explore the relationship between variables and determine their significance. The results showed that organizing, controlling, and supervision significantly influenced the performance and effectiveness of solutions taken at PTKI. Controlling was shown to have a high β-value in influencing solutions, indicating that a good supervision process can encourage innovation in problem-solving. In addition, performance and supervision were also found to play an important role in supporting the operational success of the institution. These findings underscore the importance of an integrated management approach in improving operational effectiveness at PTKI. This study introduces novelty in understanding the role of control in the context of PTKI, where control is not only a monitoring mechanism but also a catalyst in finding innovative solutions. This study also confirms that optimal performance can only be achieved through strong organization and supervision. The main suggestion of this study is for PTKI to improve its control and supervision capacity through leadership training and development, and strengthen managerial evaluation to be more responsive to emerging challenges. Recommendations are also given for further research that can examine other variables such as innovation and organizational culture in the context of PTKI.

Keywords: Evaluation; Management; Leadership; Islamic Higher Education; PLS-SEM

Speaker: Dr Athok Fu'adi (UIN Kiai Ageng Muhammad Besari Ponorogo)

Abstrak_Athok_ICESS_UNRAM_2025.docx

15:00 EMPIRICAL STUDY OF SUSTAINABILITY COMPETENCY AMONG UNIVERSITY STUDENTS

This study aims to analyze the sustainable competencies of prospective teacher students as an effort to develop learning resources and learning processes that support sustainable development. The sustainable competencies that are the focus of this study are knowledge, attitudes, behavior, willingness to act, self-confidence, and affective aspects. The independent variables tested include semester, gender, field of study, and age. The results of the study indicate that sustainable competency scores vary according to semester, gender, field of study, and age category. Analysis of each competency shows that knowledge scores are still low in terms of sustainable thinking strategies. Self-confidence scores are the lowest compared to all other sustainable competencies measured.

Speakers: Mr Lalu Ali Wardana (Universitas Mataram), Yunita Arian Sani Anwar (Universitas Mataram)

Abstrak ICESS.docx

15:05 Form/Concept of Pepaosan Traditional Performance Sasak Lombok

A long-standing and well-maintained tradition shows that the tradition has important meaning and noble values, which need to be preserved. One of the unique and interesting traditions of the Sasak people is pepaosan. The pepaosan tradition is a tradition of reading lontar manuscripts written in Kawi script (ha na ca ra ka) in the Kawi language (St. Raudloh, et al. 2024: 136). The reading of the text is done by chanting it according to the type of song that has been determined in advance, which is then translated into the Sasak language. These ancient manuscripts are written traces of the history of the Sasak people in the past, using the Kawi language/literature. Therefore, there is a moral responsibility to preserve the manuscript through pepaosan. For this reason, the purpose of this study is to describe the form/concept of the Sasak Lombok pepaosan tradition which consists of (a) the dramatic structure of the Sasak Lombok pepaosan tradition, and (b) the form of elements that build performances in the Sasak Lombok pepaosan tradition. This study uses a descriptive qualitative method. Data collection was conducted through observation, documentation, and interviews, which were then analyzed by looking at the dramatic structure and elements of the performance contained in the pepaosan tradition. The results of the study showed that the dramatic structure of pepaosan begins with bismillah and ends with shodaqolloohulaziim. Meanwhile, the elements of the performance are interrelated with each other which originate from the pepaosan actors themselves.

Speaker: Mr Muh. Syahrul Qodri

15:20 QnA

13:30 → 15:40 Parallel Session: Room 2

13:30 Innovation of Contextual-Based English Teaching Materials for Basic Culinary

This study aims to develop an innovative contextual-based English teaching material for basic culinary designed systematically to meet the needs of students in the Diploma 3 Culinary Arts Program at Politeknik Pariwisata Lombok. This teaching material innovation is oriented to equip students with communicative English skills in the context of the culinary workplace and tourism service, integrating the principles of Contextual Teaching and Learning (CTL) and English for Specific Purposes (ESP). Specifically, this study aims to: (1) identify the characteristics of contextual basic culinary English teaching materials based on input from English lecturers and chefs; (2) design contextual-based teaching material through literature review; (3) develop a prototype of teaching materials according to CTL principles; (4) assess the feasibility of teaching materials through expert judgment; and (5) assess the practicality of teaching materials through implementation observation by users. The type of research used is research and development (R&D) adopting the Borg and Gall model, adjusted to the context of vocational teaching material development. The study will be conducted at Politeknik Pariwisata Lombok from January to December 2025. Research subjects consist of English lecturers, culinary lecturers/professional chefs, Diploma 3 Culinary Arts students in their first semester, and expert validators (language experts, material experts, and instructional design experts). Data collection techniques include semi-structured interviews, literature review, expert validation using assessment rubrics, and observation of teaching material implementation. The research instruments are developed based on indicators derived from ESP and CTL theories, with content validity tested through expert judgment and qualitative data trustworthiness ensured through source and technique triangulation. The data analysis techniques used are descriptive qualitative analysis (for interview and literature data) employing the Miles, Huberman, and Saldaña model, and descriptive quantitative analysis (for validation and observation results). Up to this proposal stage, the study has produced an initial design of contextual-based teaching material containing culinary vocabulary, service phrases, and CTL-based tasks such as role-play and kitchen service simulations. The preliminary conclusion indicates that this teaching material innovation is expected to address the gap between existing general teaching materials and the needs of the culinary tourism workplace. Further research is suggested to test the feasibility and practicality of the teaching material prototype at the implementation stage to ensure the product's effectiveness in improving students’ communicative competence in the culinary context.

Speaker: satria wijaya (Universitas Mataram)

abstract submit icess.docx

13:40 Navigating Inclusive Pedagogy: Unpacking the Complexity of Teaching Students with Dyslexia

Inclusive teaching design is essential to ensure equitable access to quality education, particularly for students with learning disabilities such as dyslexia. Despite policies and initiatives to address students with special needs, many primary school teachers continue to encounter significant challenges in adapting their teaching methods to meet the diverse needs of dyslexic learners. This study explores the experiences of primary school teachers in implementing inclusive teaching instruction, aiming to unpack the complexity of teaching students with dyslexia in mainstream classrooms. To gain insights into this complexity, this study employed a qualitative approach. Semi-structured interviews were conducted with four primary school teachers and the data were analysed using thematic analysis. The findings highlight recurring themes such as limited professional development, insufficient instructional materials, and the emotional and cognitive demands placed on these teachers. These findings raised the urgent need for targeted interventions, including specialised training, access to appropriate teaching resources and collaborative support systems. By unpacking the complexity, this study contributes to the discourse on inclusive education by offering insights into teacher preparedness, recognising their emotional labour and the need for systematic support in fostering inclusive practices. In addition, the study highlights the need for a more responsive and supportive educational ecosystem that empowers teachers to effectively address the needs of students with learning disabilities, particularly in linguistically diverse classroom.

Speaker: Dr Mimi Nahariah Azwani Mohamed (Institute of Social Transformation and Regional Development (TRANSFORM), Universiti Tun Hussein Onn Malaysia)

Inclusive_Language_Teaching_Abstract.pdf

14:10 Persepsi Guru PJOK Terhadap Implementasi Kurikulum Deep Learning

Penelitian ini menyimpulkan bahwa persepsi guru PJOK dibentuk oleh interaksi faktor personal, profesional, dan struktural, serta berdampak langsung pada keberhasilan kurikulum deep learning. Penelitian ini bertujuan menganalisis persepsi guru Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) terhadap implementasi kurikulum deep learning melalui pendekatan Systematic Literature Review (SLR). Sebanyak 40 artikel yang diterbitkan antara 2021–2025 ditelaah secara sistematis menggunakan protokol PRISMA dengan kriteria inklusi relevansi, konteks PJOK, serta keterkaitan dengan persepsi guru. Analisis menghasilkan lima tema utama: persepsi guru terhadap inovasi kurikulum, strategi implementasi pembelajaran mendalam, peran teknologi digital dan kecerdasan buatan, dukungan kebijakan dan pengembangan profesional, serta kontribusi PJOK dalam pendidikan karakter dan keberlanjutan. Hasil kajian menunjukkan bahwa persepsi guru sangat menentukan keberhasilan kurikulum. Guru dengan sikap positif cenderung mengadopsi strategi inovatif dan integrasi teknologi, sedangkan hambatan seperti keterbatasan sarana, literasi digital rendah, serta minimnya dukungan kebijakan memicu resistensi. Penelitian ini menegaskan pentingnya penguatan kapasitas guru dan dukungan sistemik dalam memastikan keberhasilan kurikulum deep learning.

Speaker: Resty Gustiawaty (Universitas Singaperbangsa Karawang)

Abstrak_Tania Dewi Lestari_Persepsi Guru PJOK Terhadap Implementasi Kurikulum Deep Learning (1).docm

14:15 An Analysis of the Integration of Education for Sustainable Development (ESD) in Indonesian Curriculum

This study aims at analyzing the integration of sustainable education within Indonesian educational curriculum, highlighting how sustainability principles are embedded in national education policies and practices. More particularly, two curriculum frameworks; the 2013 curriculum and Merdeka Belajar initiative are analyzed to explore how these two curriculum frameworks reflect core competencies of Education for Sustainable Development ( ESD). Using document analysis and review of relevant literature, the study finds that Indonesia’s curriculum supports sustainability through cross -disciplinary themes. However, there are still some challenges in implementation, including teacher preparedness, resource availability, and local adaptation. This analysis contributes to understanding how national curricula can serve as platforms for promoting sustainable development and preparing students to be global citizens.

Speaker: Wardana Lalu Ali (University of Mataram)

14:25 Unraveling The Dynamics of Principals' Perceptions, Beliefs, And Acceptance of Curriculum Changes: A Comparative Study of Indonesia and Malaysia

This study investigates the dynamics of principals’ perceptions, beliefs, and acceptance of curriculum reforms in Indonesia and Malaysia, focusing on the implementation of the Merdeka Curriculum. Using an explanatory quantitative design, data were collected from 475 elementary school principals (315 from Indonesia and 160 from Malaysia) through validated questionnaires. Confirmatory factor analysis (CFA) confirmed adequate validity and reliability of the three constructs across both contexts, though Principal Perception in Indonesia required refinement. Mediation and moderation analyses revealed differences in structural pathways: in Indonesia, Principal Belief partially mediated the relationship between perception and acceptance, while in Malaysia, it served as a dominant mediator. Additionally, moderation analysis highlighted the synergistic effect of perception and belief on acceptance, stronger in Malaysia. ANCOVA results showed that professional experience significantly influenced acceptance in both countries, with geography exerting additional effects in Malaysia. These findings underscore the role of professional capital and contextual factors over demographic attributes such as gender and age. The study contributes to the comparative understanding of educational leadership by demonstrating how principals’ cognitive and contextual factors shape curriculum reform acceptance in different national settings.

Speaker: Mohammad Archi Maulyda (Universitas Mataram)

14:35 Exploration of the variety and choice of edu-tourism activities in Lombok Indonesia

Currently, two critical issues that emerge in Lombok tourism development, despite its position as the top travel destination in the world for 2025, are lack of information regarding the variety of activities that visitors do at educational tourist destinations and unsustainable tourism development. So far, the main reason people travel to Lombok is for enjoyment rather than education, even though the island is the home to populous children and students. The purpose of this study is to explore the types of educational tourism, the ranks of those educational tourism activities, the factors that influence tourists' motivations to visit Lombok, and the obstacles in operational management. This current study employed qualitative method. 13 educational tourist destinations were visited. The data were collected through observations, interviews, and documents. Data were analysed qualitatively. The variety of educational tourism activities and their ranks, visitors’ motivations and management obstacles are presented. It is suggests that sustainable development require implementing comprehensive promotional strategies, integrating with the formal education system, and improving management professionalism.

Speaker: Arifuddin Arifuddin (University of Mataram)

Abstract ICESS 2025 baru.docx

14:45 Active Learning and English Classroom Behaviour: A Qualitative Research on Standard 4 Pupils in Malaysia

Active learning strategies allow pupils to take a more active role in the classroom, but there is still limited understanding of how they actually behave during such activities. This study explores why active learning shapes classroom behaviour and how Standard 4 pupils respond to different strategies in English lessons. A qualitative approach was used, combining classroom observations and semi-structured interviews in a Malaysian primary school. Two strategies were examined in detail: role-play dialogues, where pupils practised conversational English, and collaborative vocabulary games, which required teamwork and problem-solving. The findings show that pupils were more motivated and confident when activities encouraged interaction and play. However, some challenges were observed, including pupils getting distracted during tasks and showing reluctance to give longer responses. These insights highlight the need to design active learning activities that are both enjoyable and effective for skill development. The study offers implications for improving English education within Malaysia’s CEFR-aligned curriculum.
Keywords: Active learning, classroom behaviour, Standard 4 pupils, English learning, qualitative study, Malaysian primary school

Speaker: Muhammad Nadzrin khairuddin (Sekolah Rendah Agama Bersepadu Segamat)

ICESS Abstract.pdf

13:30 → 15:40 Parallel Session: Room 3

13:30 Using GenAI for TPACK Development: Comparing EFL Preservice Teachers Across Genders

The rapid advancement of Generative Artificial Intelligence (GenAI) has created new
opportunities for strengthening Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) Teacher Education Programs (TEPs). Equipping preservice teachers (PSTs) with robust TPACK enhances their ability to navigate technical challenges in technology-enhanced teaching into English language teaching (ELT). Yet, the role of gender in shaping TPACK development through using GenAI remains underexplored. This study examined gendered experiences of TPACK development through an interpretative phenomenological approach. Eight EFL PSTs (four male, four female) participated in semi-structured interviews, and data were thematically analyzed. Findings revealed gendered variations in how GenAI supports TPACK growth. Female PSTs emphasized GenAI as a scaffolding tool for pedagogical strategies, exploration of basic technological knowledge, and aligning digital tools with teaching topics, while male PSTs highlighted its role in enhancing content knowledge, advancing technological expertise, and generating teaching ideas. The findings reveal distinct gendered trajectories in TPACK development with GenAI where female EFL PSTs focus more on pedagogical alignment and practical usability, whereas male PSTs highlight innovation and the exploration of advanced technological applications.

Speaker: Dr ⁠I Putu Indra Kusuma (Universitas Pendidikan Ganesha)

14:00 "Towards Smart Schools: Real-Time IoT Integration with Education Information Systems for Automated Services Systems

The accelerating digital transformation of education in the Industry 4.0 era demands integrated and intelligent solutions to improve administrative efficiency, transparency, and stakeholder engagement. While SMP Negeri 6 Pekalongan has adopted the Education Service Information System (SILAKAN), its reliance on manual attendance recording continues to generate inefficiencies, data inconsistencies, and administrative redundancies. This study proposes the integration of an Internet of Things (IoT)-based smart card attendance system into SILAKAN as a model of applied smart education. The prototype employs ESP32 as the central microcontroller, MFRC522 RFID reader, LCD I2C 16×2 for user feedback, and RFID smart cards for student identification, with real-time data synchronization through API-based communication. A research and development approach with iterative prototyping is applied, encompassing system design, implementation, and pilot testing within the school environment. Evaluation focuses on technical performance (accuracy, latency, synchronization reliability) as well as user acceptance by teachers and administrators. The findings are expected to demonstrate that IoT integration not only streamlines attendance processes and minimizes human error, but also strengthens parental involvement through real-time access to student presence data. Beyond technical contribution, this research provides a scalable framework for IoT–information system integration in schools, advancing Indonesia’s agenda for digital education transformation.

Speaker: Hanif Prasetyo Bhakti Adi Nugroho (Student of Universitas Diponegoro)

14:10 “I Learned Something, But It Felt Uncomfortable". International Students Navigating Sensitive Content in English Language Curricula

In tertiary-level English language classrooms, students are often required to engage with texts
and discussions that explore controversial or emotionally charged issues such as religion, race,
gender, war, identity, and trauma. While the inclusion of such themes is intended to promote
critical thinking and intercultural awareness, these materials can also lead to discomfort or
disengagement among international students, who bring diverse cultural and emotional
perspectives into the learning environment. This paper presents initial findings from an
exploratory study that investigates how international students respond to sensitive content in
English curricula. The study involved eight students from the middle east and African countries
who were pursuing their studies at a Malaysian university. Drawing on early interview data,
the study examined the emotional and communicative strategies students adopted when
classroom topics challenge their personal or cultural values. Their responses ranged from
silence and withdrawal to curiosity and critical engagement, depending on how the materials
were introduced and discussed. Reflective to these findings, the paper recommends more
culturally responsive curriculum design. It also calls for greater sensitivity to the affective
dimensions of language learning when introducing potentially sensitive themes. In addition,
the results suggest that creating a respectful and open classroom environment is important for
helping students remain engaged and learn from different cultural perspectives. Overall, these
insights point to the need for ongoing reflection in how educators approach sensitive content
in increasingly diverse language learning settings.

Speaker: Noryani Neni Ahmad Jamain (UNIVERSITI TUN HUSSEIN ONN MALAYSIA)

Abstract MAAL Noryani.pdf

14:20 Understanding Inclusive Assessment in English Education: Teachers’ Implementation Strategies and The Impacts – A Systematic Review

It is crucial to use inclusive assessment so that all learners, no matter their language background cognitive ability, learning needs, or social or cultural status, have the same chances to show how they are improving their language skills. Inclusive assessment as a response for the different needs, abilities and backgrounds of learners plays an important role in English classrooms. It encourages teachers to provide fair and equal assessment in the classrooms. However, there is still limited research conducted, which focused on the inclusive assessment in English learning. This study conducted systematic review to explore the implementation of inclusive assessments, the strategies used in inclusive assessment and the impact of using inclusive assessment in English classrooms across the world with the role of English as second or foreign language. Fifteen articles published between 2017 and 2025 were analyzed using thematic analysis. According to the results, inclusive assessment significantly impacts learners’ outcomes, particularly for learners with a range of learning needs. However, some enduring obstacles still prevent widespread implementation. To improve the effectiveness of these practices, this review emphasizes the necessity of personalized support and development.

Speaker: Mrs Arini Novitasari (Universitas Pendidikan Ganesha (Undiksha), Indonesia)

Abstract_Inclusive Assessment_Arini Novitasari.docx

ICESS_PRESENTATION.pdf

14:30 Analysis of the Dissemination of the Applied Literacy Program of the Jogjakarta City Library and Archives Office through Mass Media in Increasing the Level of Reading Interest

This research focuses on the dissemination of applied literacy information carried out by the Archives and Library Service of the City of Jogjakarta through various mass media. Indonesia is a country with the third-lowest literacy level, but even so, the city of Yogyakarta has a Reading Interest Level (TGM) of 78.47%. The purpose of this research is to analyze the mass media used by the Jogja Archives Library Service in informing applied literacy programs. The method employed is qualitative, utilizing data collection techniques that include in-depth interviews and literature reviews. The data analysis technique uses source triangulation. The theory used in this study is the Media Literacy Theory, as developed by W. James Potter. The results of the study show that the high level of reading interest of the people of Jogjakarta is due to strong cultural factors, the consistency of the Jogja library and archives service in carrying out various programs, solid partnerships, and the use of mass media. The mass media used for the dissemination of information include Instagram, TikTok, Websites, Facebook, X, YouTube, and electronic media.

Speaker: Tita Melia Milyane (Telkom University)

Abstract.docx

14:40 Multi-Layered Design for Teaching ESP at Higher Education Institutions

This paper introduces a multi-layered design framework for teaching English for Specific Purposes (ESP) in higher education. The framework integrates four interconnected layers: the ESP approach, blended learning mode of delivery, whole-part-whole module design, and student-centered learning (SCL) implementation strategies. Grounded in constructivist theory and responsive to 21st-century competencies, the model emphasizes needs analysis, skill integration, and the use of multimodal resources to enhance relevance and learner engagement. The design begins with receptive skills, focuses on language elements, and culminates in productive skills, supported by project-based, case-based, and cyclical teaching strategies. By combining theory and practice, this approach addresses learners’ academic and professional communication needs while promoting flexibility, autonomy, and transferable skills. The paper discusses pedagogical benefits, challenges of implementation, and implications for institutions seeking innovative ESP course design.

Keywords: multi-layered design, WPW, SCL, multimodal texts

Speaker: I Made Sujana (English Edu Program, University of Mataram)

14:50 Empowering Education and Social Sciences through the Digitalisation of Zapin

The digitalisation of cultural heritage is increasingly recognised as a strategy for empowering education and strengthening the social sciences in the pursuit of sustainable development. This paper examines the digitalisation of Zapin, a traditional Malay dance originating from Johor, Malaysia, as a case study for cultural preservation, global competitiveness, and local impact. Anchored in Multimodal Discourse Analysis (MDA), Appraisal Theory, and social capital theory, the study explores how visual, gestural, and auditory features of Zapin, alongside audience evaluative attitudes (Affect, Judgement, Appreciation), shape intercultural reception. Data were collected through semi-structured interviews with 100 international students (2022–2024) who experienced both live and digital Zapin performances. Findings demonstrate that digitalisation enhances accessibility and intercultural dialogue, while raising questions of authenticity. Crucially, Zapin digitalisation fosters bonding capital within Malay communities, bridging capital across cultural groups, and linking capital between local traditions and global institutions. The study highlights how integrating cultural heritage into education and social sciences contributes to sustainable development (SDG 11), strengthens Malaysia’s cultural competitiveness, and reinforces local identity and pride. The paper argues that digitalising Zapin demonstrates how education and the social sciences can empower societies to balance cultural continuity with global innovation.

Speaker: Ms Siti Noor Fazelah Mohd Noor (Assoc Prof)

Empowering Education and Social Sciences through the Digitalisation of Zapin.docx

15:00 Integrated learning: psychological responses in biology education classroom

Understanding student feedback on the instruction provided is essential for maximizing learning within the classroom. A measurable form of feedback is the psychological response of undergraduate students to the applied topics and instructional methods. The goal of examining these responses is to explore undergraduate students’ learning experiences, which provides a solid basis for enhancing instructional quality. An integrated learning strategy was employed in an English for Biology course for undergraduate Biology Education majors to promote a well-rounded learning environment. This course was designed not only to build academic English skills for biology but also to advance the undergraduate students’ personal and professional development. We analyzed the collected data using the Rasch model with WINSTEPS software to maximize the insights gained. Through this analysis, we ascertained the instrument’s psychometric properties and the patterns in student responses. The favorable psychological outcomes demonstrated by the undergraduate students confirm that integrated learning is a highly effective and viable strategy for the learning process of undergraduate Biology Education students.

Keywords: Integrated learning, psychological response, undergraduate students, biology education

Speaker: Ikmanisa Khairati (Science Education Doctoral Program, Faculty of Mathematics and Natural Science, Universitas Negeri Padang)

Integrated learning - conference .pdf

15:10 QnA

15:40 → 16:00 Break

16:00 → 17:00 Poster Presentation

Friday, 10 October

08:00 → 08:30 Registration: Day 2 Registration

Registration for participants and presenters.

08:30 → 10:00 Plenary Session: (Presentation by Dr. Zhenyu (David) Zhang & Prof. Dr. Arifuddin, M.Pd.)

08:30 Why Curriculum Transformation Matters: Innovation, Sustainability, and Global Competence

Higher education is under unprecedented pressure. Rapid technological disruption, shifting employability demands, and escalating sustainability crises call for graduates equipped with skills that extend far beyond traditional disciplinary boundaries. This keynote addresses why curriculum transformation matters and explores the role of innovation in shaping future-ready education.
First, it highlights the need to embed sustainability literacy into core curricula. Graduates must not only understand sustainability as a concept but live it as practice—acting as change agents. Second, it exemplifies how curriculum transformation enhances employability by developing transferable skills such as adaptability, problem-solving, intercultural competence, and innovation. These capabilities are fostered through project-based, experiential learning that bridges theory with real-world challenges.
The keynote also underscores the necessity of breaking disciplinary boundaries by embedding interdisciplinary approaches—integrating business, science, and social sciences to address complex sustainability problems. Equally important is the cultivation of global employability and intercultural competence, particularly Asia literacy, through pedagogical techniques such as Collaborative Online International Learning (COIL), HyFlex, and immersive field experiences.
Drawing on the Global Sustainability Literacy: Connecting Classrooms and Communities, a Murdoch–UNRAM collaboration of community development program recognised by the QS Reimagine Education Awards, the keynote illustrates how transformative curriculum connect classrooms to communities. By engaging students in sustainability projects in Southeast Lombok communities, the program advances Education for Sustainability (EfS), strengthens Indo-Pacific partnerships, and creates mutual benefits: capability for students and sustainable development for local communities.
Innovation is not optional but is essential. Curricula transformation must be viewed as a living laboratory where students become co-creators of knowledge and leaders of change. The call to action is clear: if we empower students to think across disciplines, act across cultures, and design for sustainable futures, we do more than educate—we transform lives and shape tomorrow.

Speaker: Dr David Zhang (College of Business, Murdoch University,)

09:10 Potential Impacts of the Doctoral Program of Education Faculty of Teacher Training and Education University of Mataram on Sustainable Edutourism

The academic justification and long-term plan for the Doctoral Program of Education of Faculty of Teachers Training and Education (hereafter FTTE) the University of Mataram are presented in this paper. The increasing demand for creative, multidisciplinary approaches that combine education and tourism to address regional and global issues has led to the development of this edutourism-oriented doctoral degree. The program aims to develop scholars who can conduct research and create edutourism-oriented models that are in line with the Sustainable Development Goals (SDGs) by utilizing the abundant educational, cultural, and ecological potentials of Lombok and the larger Nusa Tenggara region. The program encourages experiential, community-focused, and transformative learning, all of which are based on the ideas of independent learning. Through scholarly research and instructive community services, it also seeks to promote the growth of sustainable tourism. By advancing regional human capital and integrating education with sustainable tourism and community empowerment, this initiative positions FTTE as a leader in research-based innovation. The ‘educational basis of tourism-oriented education’ serves as the theoretical cornerstone and distinctive feature of the Doctoral Program of Education FTTE University of Mataram.

Speaker: Prof. Arifuddin Arifuddin (University of Mataram)

Abstract ICESS 2025.docx

09:50 QnA

10:00 → 11:30 Parallel Session: Room 1 Onsite (10.00 - 11.30)

10:00 Strengthening the Achievement of SDGs from the Coastal Community Perspective: Lessons from Gili Matra, Lombok

Coastal and island communities in Indonesia play a crucial role in achieving the Sustainable Development Goals (SDGs), as more than 60% of the population resides in coastal areas and relies heavily on marine resources. Despite this strategic position, these communities remain vulnerable to poverty, ecosystem degradation, and climate change impacts. This paper highlights the relevance of SDGs to coastal communities, focusing on five key dimensions: poverty alleviation and food security, decent work and economic growth, climate action, protection of marine ecosystems, and governance and partnerships. Drawing on a case study in Gili Matra, Lombok, the findings reveal both opportunities and risks. The Payment for Ecosystem Services (PES) scheme demonstrates how coral reef conservation can be integrated with sustainable tourism, creating incentives for local communities. At the same time, the rise of ciguatera fish poisoning (CFP) illustrates ecological and health risks from mass tourism and environmental stress. These insights underscore the need for integrated policies, inclusive governance, and innovative financing to empower coastal communities. With appropriate strategies, they can become not only beneficiaries but also key actors in advancing sustainable development in Indonesia.

Speaker: Prof. Diswandi Diswandi (University of Mataram)

10:20 Environmental Science and Language Competencies through Local Wisdom: A Study on Technology and Sasirangan Integration in Senior High Schools

Sasirangan, a traditional cloth in Kalimantan Selatan, has been widely applied in subjects such as natural sciences, social sciences, and mathematics. However, its utilization in English language learning—particularly when combined with technology—remains limited. It holds significant potential as a contextual learning resource that links academic content to students’ real-life experiences. Despite previous studies on local wisdom integration and learning applications in education, research combining Green ELT (English Language Teaching) principles, technology, and local cultural resources such as Sasirangan in English language learning for senior high schools remains underresearched. This study employed quantitative cross-sectional research as a preliminary study of research & development to find out students’ needs, lacks, and wants. The data was collected from a questionnaire. It involved 624 participants from six senior high schools in South Kalimantan, Indonesia. The researchers applied the Structural Equation Modeling (SEM) statistical analysis through SmartPLS 3.0. The findings demonstrate that Sasirangan value integration (SVI) significantly and positively impacts language competence, indicating that local cultural content enhances engagement and understanding in language learning. Technology integration (TI) is a major predictor of SVI, but it does not directly affect language competence. This suggests that technology works best as a facilitator when it is combined with cultural content. Critical thinking and problem-solving (CTPS) and value & pro-environmental behavior (VPB) also have a big impact on both TI and SVI. This shows how important it is to have 21st-century skills and environmental awareness. All in all, this study confirms that local wisdom-based learning, supported by technology and environmental values, significantly contributes to language competence. Further studies are expected to explore longitudinal classroom-based interventions.

Speaker: Rizky Amelia (Politeknik Negeri Banjarmasin)

ICESS_Bima_2025.docx

Rizky Amelia et al_PPT_ICESS 2025

10:30 Enhancing Career-Oriented English Skills through Task-Based Writing and Speaking Activities: A Classroom-Based Reflection

Abstract. Task-Based Language Teaching (TBLT), as a student-centered approach, provides structured opportunities for language acquisition and communicative competence. This study examines the implementation of TBLT with insights from the Genre-Based Approach in the English 1 course at Politeknik Negeri Banjarmasin. The aim was to engage students in authentic workplace communication tasks and develop career-oriented English skills. Using a reflective qualitative design through classroom-based self-study, the research involved 129 students from Information Systems, Digital Business, and Accounting Information Systems. Tasks included guided writing of curriculum vitae and cover letters, followed by job interview practice, designed around students’ needs analysis. Data were collected through observation over twelve sessions and analyzed through reflective and thematic interpretation. Findings indicate that writing tasks helped students express ideas, practice coherence, and apply a formal tone, while serving as preparation for oral tasks. The sequencing from writing to speaking supported skill progression, though challenges emerged. Students struggled with shifting from formal writing to conversational interview styles, experienced speaking anxiety, and often relied on simple sentences with limited vocabulary. Despite these issues, TBLT effectively bridged classroom learning with workplace-oriented communication, showing how written preparation can strengthen oral performance.
Keywords: Task-based Language Teaching, Classroom-based Reflection, Genre-based Approach

Speaker: Ms Noor Aina Herliana (Politeknik Negeri Banjarmasin)

ICESS 2025 Abstract_Noor Aina et al.docx

10:40 Transforming 21st Century Science Education: A Diagnostic Instrument for Higher Order Thinking Skills (HOTS) Based on the TPACK Framework

In response to the cognitive demands of 21st-century science education, this study develops and validates a Higher Order Thinking Skills (HOTS) assessment instrument grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. HOTS—encompassing analytical, evaluative, and creative thinking—are essential for fostering deep conceptual understanding and problem-solving abilities in physics learning. However, empirical evidence indicates that students’ HOTS remain suboptimal, particularly in tackling complex physics tasks. To address this gap, pedagogical interventions such as Problem-Based Learning (PBL) and active learning are recommended for their potential to stimulate high-level cognitive engagement. Using a quantitative survey design, the study involved 289 tenth-grade students who had completed physics instruction. An initial 22-item Likert-scale instrument was constructed based on HOTS indicators and TPACK dimensions. Exploratory Factor Analysis (EFA), employing Principal Component Analysis (PCA) with Varimax rotation, yielded a Kaiser-Meyer-Olkin (KMO) value of 0.928 and a significant Bartlett’s Test of Sphericity, confirming data suitability. Three core factors emerged: HOTS-A (Analysis), HOTS-EK (Evaluation and Creation), and HOTS-TPACK, each demonstrating reliability coefficients above 0.7. Twelve items were retained as valid and reliable indicators of students’ HOTS perceptions in science learning. The validated HOTS-TPACK instrument serves as a diagnostic tool for evaluating the effectiveness of science instruction in cultivating higher-order thinking. This research contributes to curriculum development and instructional strategies that are responsive to students’ cognitive needs in the digital age. The integration of PBL and active learning is strongly recommended to enhance HOTS acquisition and foster transformative science education.
Keywords: Higher Order Thinking Skills (HOTS), Technological Pedagogical Content Knowledge (TPACK), Science Education, 21st Century Skills

Speakers: Mrs Dedi Sastradika (Faculty of Science and Technology, UIN Sultan Thaha Saifuddin, Jambi, Indonesia), Prof. Risnita Risnita (Faculty of Science and Technology, UIN Sultan Thaha Saifuddin, Jambi, Indonesia), Ms Wulan Anna Pertiwi (Institut Agama Islam Muhammad Azim Jambi)

Transforming 21st Century Science Education.pdf

10:50 Development of Traditional Behavior-Based Learning Resources as Part of Educational Tourism in Achieving Sustainable Science Learning

This study aims to analyze how the integration of traditional behaviors within the concept of educational tourism (edutourism) can serve as learning resources in chemistry education. The findings show that science education has applied innovative learning models and resources integrated with inquiry-based approaches. However, several aspects remain underdeveloped, particularly the incorporation of sustainability, the integration of traditional behaviors, and the application of edutourism to provide direct learning experiences for students. Moreover, inquiry skills have not yet been established as indicators of learning outcomes assessed at the end of courses. Observations further revealed that students’ inquiry skills are still unsatisfactory, with only 4.59% categorized as high, while the majority fall into moderate and low levels. The lowest sub-skills were identified in data analysis, hypothesis development, and problem interpretation, which appear to be influenced by limited prior knowledge and skills. Students’ perceptions of sustainability also align with these findings: while knowledge remains relatively low, attitudes, behaviors, and willingness to act reflect more positive perceptions. These results highlight the urgent need to develop learning resources that integrate traditional behaviors supporting sustainability. Such resources are expected to enhance inquiry skills, strengthen higher-order thinking abilities, and positively impact knowledge, attitudes, and sustainable behavior.

Speaker: Dr Yunita Arian Sani Anwar (Universitas Mataram)

Abstrac ICES__Yunita.docx

11:00 Development of a Shadow Jump Rope-Based Physical Fitness Program Using the Digital Audio Workstation “Remix Jumping Program” for Elementary School Children

Low student participation in physical education classes suggests that the underlying problem is low physical fitness, as evidenced by interviews revealing a lack of regular physical activity among elementary school students. This results in students being reluctant to exercise, which leads to a lack of activity and participation in class. Therefore, there is a need for innovative physical fitness programs that are more interesting and enjoyable for children. The purpose of this study was to develop a physical fitness program for elementary school children using Digital Audio Workstation (DAW). The method used was the R2D2 (recursive, reflective, design and development) research and development model with three main steps, namely determination, design-development, and dissemination. The instrument used was a participatory-reflective instrument. The research subjects were fifth-grade students from three elementary schools in Bekasi, Karawang, and Subang Regencies. Data were obtained through interviews, observations, and product trials. The development resulted in a physical fitness program with five variations of core movements from shadow jump rope, where the core movements were performed for 20 seconds with a 10-second rest between movements for a total duration of 3 minutes. This fitness program is accompanied by pop rock beat music remixed using a Digital Audio Workstation (DAW) with the Suno AI and Movavi Video applications, complete with instructions and time limits for performing the fitness program movements. This physical fitness program is called the “Remix Jumping Program.” A 4-week trial involving 60 students showed an average increase in physical fitness scores of 20% compared to the initial condition. In addition, 85% of students felt more motivated to participate in physical activities with remixed music. It can be concluded that the music-based Remix Jumping Program is effective in increasing the participation and physical fitness of elementary school students.
Keywords: Program Development; Physical Fitness; Digital Audio Workstation; Shadow Jump Rope; Elementary School Children.

Speaker: Resty Gustiawati (Universitas Singaperbangsa Karawang)

Abstrak ICESS_Resty Gustiawati_Pengembangan Physical Fitness Program_Remix Jumping.docx

11:10 QnA

10:00 → 11:30 Parallel Session: Room 2 Online (10.00 - 11.30)

10:00 The Adjustment Process of a Pre-existing Survey Instrument to Measure Perception of Digital Learning Tools (DLT) in Language Teaching

This paper describes an adjustment process for developing a quantitative survey instrument to generate data on English instructors’ perceptions of digital learning tools in classroom-based language instruction. The study employed the Learning Tools domain of the Teacher Effectiveness for Language Learning (TELL) framework. The full framework covers multiple dimensions of teacher effectiveness. Even though this framework is innovative, it is an underutilized model used by no or few researchers. This framework is narrowed down to be used in a study to focus on classroom instruction, emphasizing the importance of input-output processes and cultural competencies to effective language learning.
A pre-existing survey framework is refined to be aligned with the research purpose, problems, and questions. The instrument was developed through expert review, cognitive interviews, and a pilot study to ensure validity and reliability. The changes include shifting from self-assessed to self-administered items, measuring a four-point Likert scale to capture perceptions, and focusing from general learning tools to digital learning tools (DLT) aligned with ACTFL communication modes and 3Ps of cultural learning: Perspectives, Practices, and products. Open-ended questions explore instructors’ experiences with support and challenges in integrating technology, while demographic items contextualize participant profiles.
This research highlights the strategic importance of survey methodology in producing actionable, data-driven insights to inform instructional policy and program design. The benefit of developing an existing instrument rather than developing a new one is that it provides a cost-effective, time-efficient, and meticulous approach that can be used for replication and scaling.

Speaker: Dr Noor Qomaria Agustina (Kent State University, Ohio, USA)

10:30 Teachers Implementation of Deep Learning in Climate Change Education

This research aims to analyse how teachers use deep learning approach in climate change education. By employing descrptive quantitative design, this study collected data from 205 teachers through a questionnaire regarding three principles of deep learning in the context of climate change education: meaningful, mindful, and joyful. The results show that teachers have implemented deep learning principles in climate change education practices. However, there was one aspect where improvement needed: transdisciplinary approach to climate change education. This becomes a challenge for teachers to design and implement a transdisciplinary project or program that is meaningful for students.

Speaker: Soma Salim (Universitas Bosowa)

10:40 Strategies of Transformative Digital Leadership in Primary Education: Navigating Artificial Intelligence (AI) Integration in Teaching and Learning

This study investigates how principals integrate AI into the learning process through an innovative platform containing a collection of AI tools. The platform is designed to help teachers design, implement, and evaluate learning more efficiently and adaptively. A qualitative single case study was conducted at SDN Buahkapas, an elementary school in Majalengka Regency, West Java Province, that has implemented AI in its curriculum. Data were collected through in-depth interviews, observations, and documentation studies. Thematic analysis, supported by NVivo software, was employed to identify, code, and visualize recurring patterns across data sources and informants. The findings show that the principal's transformative digital leadership is crucial for AI integration. The principal demonstrated this by establishing a new vision for the school that incorporates technology and by personally modeling the use of AI for efficiency. His key strategies include providing direct training to teachers in school-based workshops, recommending free and easy-to-use AI tools, and encouraging teachers to use existing school facilities. Teachers confirm that they use AI for planning and administration, finding it helpful for generating ideas and creating learning materials. The school has also integrated AI and coding into its curriculum. Challenges include the need for clearer regulations regarding AI use and concerns about student misuse. This study highlights the importance of transformative digital leadership in guiding the gradual adoption of AI and emphasizes the need for supportive policies to ensure its ethical and effective integration.

Speaker: Mrs Destisari Nurbani (Administrasi Pendidikan, Universitas Pendidikan Indonesia)

Abstrak_Destisari Nurbani.docx

Destisari Nurbani_Nani Hartini_Strategies of Transformative Digital Leadership in Primary Education Navigating Artificial Intelligence (AI) Integration in Teaching and Learning.pdf

Destisari Nurbani_Nani Hartini_Strategies of Transformative Digital Leadership in Primary Education Navigating Artificial Intelligence (AI) Integration in Teaching and Learning.pptx

10:50 Mapping First-Year Students’ English Proficiency: An Analysis of English Proficiency Test Scores, Trends, And Targeted Areas for Improvement

English proficiency is crucial to academic success and international engagement, particularly at the university level. This study investigates the English proficiency levels of university entrants at the University of Mataram over three years (2022–2024) using English Proficiency Test scores. It aims to map students' proficiency across key language skills—Listening Comprehension, Grammar knowledge, and Reading Comprehension—while analyzing trends based on admission pathways, faculties, and academic programs. Findings indicate that overall proficiency scores remained relatively stable, with minor fluctuations from year to year. Moreover, differences were observed across admission pathways, with SNBT students consistently outperforming SNBP and Mandiri students. Faculty-level analysis reveals that students in the Medical Education and Engineering programs demonstrate higher English proficiency, whereas those in Agriculture and Animal Science programs face greater challenges. Additionally, scores on the Grammar section were consistently the lowest among the three tested skills, highlighting the need for targeted grammar and academic writing interventions in language learning programs. Mapping students' English scores to the Common European Framework of Reference (CEFR) shows that most first-year students’ scores fall within the A1–A2 (Basic User) range, indicating a basic level of English proficiency. These findings argue for the necessity for structured language support programs, such as intensive English courses and tutorials, remedial grammar instruction, and curriculum-integrated English for Academic Purposes (EAP) modules. By addressing these challenges, the university can enhance students’ language competencies, which will lead to improved academic performance and strengthen its internationalization efforts.

Speaker: Boniesta Zulandha Melani (University of Mataram)

11:00 QnA

10:00 → 11:30 Parallel Session: Room 3 Online (10.00 - 11.30)

10:00 Transformative Practices in Education for Sustainable Development in Early Childhood

Early childhood is a critical stage for shaping values, attitudes, and behaviours that underpin a sustainable future. Education for Sustainable Development (ESD) in early childhood care and education (ECCE) offers unique opportunities to nurture ecological awareness, empathy, resilience, and active citizenship from the very beginning of life. This keynote highlights transformative practices that embed sustainability into everyday learning through child-centered projects such as storytelling, play-based inquiry, community campaigns, and digital innovations. Drawing on international frameworks and local initiatives, it examines the challenges of fragmented curriculum integration, limited teacher preparedness, resource gaps, and inequities in rural and underserved settings. At the same time, it identifies opportunities for leveraging children’s voices, innovative pedagogies, family and community engagement, and cross-sectoral partnerships. The keynote concludes with a way forward that emphasizes inclusive policies, teacher capacity building, holistic assessment, and global collaboration to position ECCE as a cornerstone of sustainable societies.

Speaker: Mazlina Che Mustafa

10:30 Culturally Situated Mathematics Design: Balinese Local Spatial Practice as a Semiotic Resource for Geometric Reasoning

There is a growing need to redefine what it means for mathematics learning to be culturally situated. Too often, culture is treated as a decorative context rather than a generative source of conceptual thinking. This presentation introduces Geometry Resources in Dance (GRiD), an embodied design project grounded in Balinese dance traditions. GRiD draws on movement practices where performers construct attentional anchors—imaginary perceptual structures that coordinate precise movement. In the classroom, students externalize these anchors as auxiliary lines on a diagrammatic floor mat, whose patterned structure reflects Balinese spatial matrices that shape everyday life, including spiritual and architectural domains. This work demonstrates how cultural practices can operate as generative resources for mathematical reasoning and design innovation.

Speaker: Ratih Ayu Apsari (University of California)

11:00 Development of Contextual E-LKPD on Reaction Rate Material to Improve Students' Science Literacy

Teaching materials are an important component in the learning process that play a role in improving the abilities and skills of students. The contextual approach is one of the learning strategies that emphasizes the connection between lesson materials and students’ real-life experiences, thereby creating more meaningful learning experiences. However, the instructional materials currently used by chemistry teachers are still dominated by printed textbooks and conventional worksheets that have not yet integrated the contextual approach and digital technology. Therefore, this study aims to develop a contextual-based E-LKPD on reaction rate material to improve students’ science literacy. The method used Research and Development (R&D) with the ADDIE model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The validation results from experts indicate that the E-LKPD achieved a score of 87.5% for high validity. Practicality tests with teachers and students yielded scores of 82.5% and 88.33%, respectively into the highly practical category. Meanwhile, the effectiveness test through pretest and posttest yielded an N-Gain score of 60.82%, falling into the moderate to high category, and was deemed effective. Thus, the contextual E-LKPD on reaction rate material is suitable for use in learning to support the improvement of students’ science literacy.

Speaker: Inelda Yulita (Universitas Maritim Raja Ali Haji)

Abstrak ICESS Inelda.docx

Artikel ICESS Inelda.docx

PPT ICESS Inelda.pdf

11:10 Critical Thinking in the Age of Artificial Intelligence: A Systematic Literature Review of Emerging Concepts and Frameworks

Critical thinking skills are an essential competency in the era of artificial intel-ligence (AI). However, many of the critical thinking frameworks frequently employed in earlier studies are increasingly regarded as less relevant when ap-plied to assess individuals’ critical thinking abilities in the context of AI use. Consequently, this study aims to identify the conceptualizations of critical thinking adopted within this context. A Systematic Literature Review was conducted following the PRISMA protocol. Thirteen empirical articles pub-lished between 2020 and 2025 and indexed in Scopus were systematically ana-lyzed. Inclusion and exclusion criteria were set to identify relevant articles. The findings reveal a paradigm shift in the conceptualization of critical think-ing: from traditional frameworks emphasizing analysis, evaluation, and infer-ence of human arguments, toward new frameworks that require users to assess, evaluate, and critique AI-generated responses. This shift demonstrates that critical thinking in the context of AI is not confined to logical and reflective reasoning but also encompasses digital literacy, awareness of algorithmic bias, and information validation skills. These findings carry important implications for the development of more contextually relevant indicators of critical think-ing in the AI era and further encourage educators and researchers to adapt ped-agogical and assessment strategies to address the emerging challenges of hu-man–AI interaction

Speaker: Mrs Ita Chairun Nissa (Universitas Pendidikan Ganesha)

abstract-Ita Chairun Nissa.docm

11:30 → 13:30 Lunch Break

13:30 → 15:00 Parallel Session: Room 1 Onsite (01.30 - 15.00)

13:30 Gamification in English Language Teaching and Learning: Bibliometric Insights from a Decade of Research

Gamification has become a popular approach in English language teaching (ELT), but little is known about how research in this field has developed over time. This study presents a bibliometric analysis of publications on gamification in ELT indexed in Scopus between 2015 and 2025. Using a systematic search strategy and the PRISMA framework, 175 documents were identified and analyzed with VOSviewer and Biblioshiny. The analysis focused on publication trends, leading authors and institutions, and keyword co-occurrence networks. The results show a sharp increase in research output after 2020, with 2024 as the most productive year. A small group of authors and institutions, particularly in Asia, emerged as the most influential contributors. Keyword analysis revealed that motivation, engagement, vocabulary learning, and digital tools such as Kahoot! dominate the research landscape, while recent studies highlight the integration of blended learning and immersive technologies. These findings indicate that gamification in ELT is evolving from general motivational strategies toward more technology-driven and learner-centered applications. The study recommends broader collaboration, exploration of underrepresented skills, and greater focus on the long-term impact of gamified learning.

Speaker: Heppy Mutammimah (Politeknik Negeri Banjarmasin)

Abstract ICESS Heppy.docx

Heppy's material

13:40 Strategic Implementation of International Class Program for Global Branding of Madrasah

This study examines the implementation of the International Class Program (ICP) as a strategic approach to strengthen the global branding of Islamic schools, with a focus on MAN 2 Ponorogo, Indonesia. While previous studies on ICP have mainly highlighted universities and general schools, limited attention has been given to its role in the madrasah context. Employing a qualitative case study, data were collected through interviews, observations, and document analysis with program leaders, teachers, and students. The findings reveal that ICP contributes to global branding through three main strategies: integration of the national and Cambridge curriculum, multilingual learning (Indonesian, English, Arabic), and international exposure via student exchanges and networking. Digital promotion and stakeholder engagement further reinforce these efforts. The study offers theoretical and practical insights into how ICP serves not only as a pedagogical innovation but also as a branding mechanism that strengthens the global competitiveness of Islamic schools.

Speaker: Dian Pratiwi (UIN Kiai Ageng Muhammad Besari Ponorogo)

Bahan Presentasi ICESS Dian.pdf

Dian Pratiwi UIN Ponorogo.pdf

Full Paper Dian Pratiwi ICESS 2025.pdf

13:50 Developing a Values-Based Educational Model Rooted in Local Wisdom through the Nyesek Tradition of Gili Maringkik Women

This study aims to develop a values-based educational model rooted in local wisdom, specifically the nyesek (traditional weaving) practice of women in Gili Maringkik, East Lombok. The model is intended as a strategy for cultural preservation and the strengthening of local identity amid the challenges of globalization. The nyesek tradition not only represents a form of craftsmanship but also embodies cultural, social, and spiritual values passed down through generations. The study focuses on three main objectives: (1) identifying the values of local wisdom embedded in the nyesek tradition, (2) describing the educational processes of value transmission throughout the stages of nyesek, and (3) developing an adaptive and contextually relevant model of values education. Research subjects include women weavers, young female weaving apprentices, cultural figures, members of tourism awareness groups (Pokdarwis), village leaders, and policymakers concerned with cultural preservation in Gili Maringkik.
This is a qualitative study employing an ethnographic approach, designed to gain an in depth understanding of nyesek as a cultural expression and a medium of values-based education within the women’s community of Gili Maringkik. The ethnographic method was chosen as it allows the researcher to explore the symbolic meanings, social values, and inherited life practices of the weaving community through immersive and participatory engagement in the field. As Creswell (2013) states, ethnography is appropriate when researchers seek to describe and interpret patterns of behavior, customs, language, and interactions within a specific cultural group in their natural setting. The study was conducted over a one-year period from January to December 2025, utilizing participatory observation, in-depth interviews, and documentation of the nyesek tradition in its various forms. To ensure data credibility, the study applied methodological and source triangulation, prolonged engagement, and member checking, in accordance with Lincoln and Guba’s (1985) criteria for qualitative research emphasizing trustworthiness and authenticity. Research instruments were developed adaptively, rather than rigidly or in a standardized manner, in response to the evolving socio-cultural dynamics in the field. Data were analyzed using thematic analysis as outlined by Creswell (2016), involving data organization, comprehensive reading, coding, theme development, interpretation of meaning, and narrative presentation of findings. The analysis aimed to uncover key themes such as educational values, the symbolic meaning of weaving, women’s roles in cultural preservation, and strategies for sustaining the nyesek tradition in the face of modernization. At this proposal stage, the study—entitled Developing a Values-Based Educational Model Rooted in Local Wisdom through the Nyesek Tradition of Gili Maringkik Women—has yielded a preliminary profile of the nyesek tradition. This includes: (1) identification of tools and materials used in the weaving process, (2) key stages of nyesek practice, and (3)the values of local wisdom embedded in each stage. Initial findings indicate that nyesek serves not only as a craft activity but also as a learning medium for cultural values, spirituality, hard work, perseverance, and communal harmony. Further research is recommended to develop: (1) teaching modules, and (2) a prototype of the values education model integrated with this tradition, along with its feasibility and effectiveness testing in the context of local community education—ensuring its contribution to cultural
preservation and women’s empowerment.

Speaker: Mrs Sri Wahyuni (Universitas Mataram)

ABSTRACT-ICESS 2025.pdf

14:00 BUILDING AWARENESS OF SCIENCE IN SOCIETY AND MOTIVATION TO LEARN THROUGH THE CHEMISTRY REAL INTEGRATED LABORATORY WORK (CHEM-RILW) MODEL

This study aims to analyze the need for developing the CHEM-RILW model as an extension of the previously established Integrated Laboratory Work (ILW) model. The participants in this study consisted of lecturers (N = 2) and chemistry students (N = 47). Data were collected using observation sheets, questionnaires, critical thinking tests, and rubrics for assessing argumentation and communication skills. The findings indicate that the learning process has been integrated with laboratory investigations, demonstrating effective implementation across pre-laboratory, laboratory, and post-laboratory stages. However, the existing model has not effectively enhanced students’ interpretation and presentation skills. Furthermore, the human dimension of science has not been sufficiently emphasized, resulting in limited development of students’ argumentation abilities. Analysis of lecturer questionnaires highlights the need to refine the model by incorporating more real-world applications of theoretical concepts. Based on these findings, the development of the CHEM-RILW model is considered necessary. This model introduces additional real-world elements into the ILW framework by integrating human and societal aspects into the learning process. The real concept emphasizes the inclusion of social science perspectives to illustrate human elements within chemistry concepts.

Speakers: Mr Eka Junaidi (Universitas Mataram), Yunita Arian Sani Anwar (Universitas Mataram)

Abstrak ICESS.docx

14:05 ANALISIS VO₂Max ATLET SEPAKBOLA PELAJAR DI PPOPM KABUPATEN BOGOR: FONDASI ILMIAH UNTUK OPTIMALISASI PROGRAM LATIHAN

Penelitian ini bertujuan untuk menganalisis tingkat VO₂Max pada atlet sepakbola pelajar yang tergabung dalam Pusat Pendidikan dan Pelatihan Olahraga Pelajar (PPOPM) Kabupaten Bogor sebagai dasar ilmiah dalam optimalisasi program latihan. VO₂Max merupakan indikator utama kapasitas aerobik dan daya tahan kardiorespirasi yang sangat berpengaruh terhadap performa dalam olahraga sepakbola. Metode yang digunakan adalah deskriptif kuantitatif dengan melibatkan sejumlah atlet putra berusia 15–17 tahun. Pengukuran VO₂Max dilakukan menggunakan metode Multistage Fitness Test (beep test). Hasil penelitian menunjukkan bahwa rata-rata VO₂Max atlet adalah sebesar 43 ml/kg/menit, yang tergolong dalam kategori “baik” berdasarkan standar kebugaran untuk usia remaja. Temuan ini mengindikasikan perlunya intervensi latihan daya tahan yang lebih spesifik dan terstruktur. Penelitian ini merekomendasikan penerapan program latihan aerobik yang terindividualisasi dan berbasis periodisasi untuk meningkatkan kapasitas fisik dan kesiapan bertanding para atlet. Pendekatan berbasis data ini diharapkan dapat mendukung pengembangan atlet secara berkelanjutan dan meningkatkan performa di lapangan.

Speaker: Febi Kurniawan (Universitas Singaperbangsa Karawang)

14:10 Physics Teachers’ Challenges in Addressing 21st-Century Learning Demands: A Mixed-Methods Study on the Implementation of TPACK-Integrated Instruction

Physics teachers’ knowledge of TPACK is essential for creating a learning environment that aligns with the demands of 21st-century education. Physics teachers face numerous challenges in integrating TPACK, particularly in aligning content knowledge with appropriate technological and pedagogical components. The purpose of this study is to explore teachers’ knowledge, difficulties, and needs in developing their TPACK understanding. This study is crucial for enhancing physics education in the 21st century.

A mixed-method approach with an Embedded-Correlational Design was employed, involving 11 physics teachers from 11 districts across Jambi Province. The analysis revealed that the teachers’ overall TPACK knowledge was categorized as high, indicating that they have a theoretical understanding of TPACK. However, interview findings showed that teachers still encounter several challenges, particularly related to instructional tools, equipment, and technical issues such as internet connectivity.

Furthermore, teachers’ ability to integrate various TPACK components remains limited, especially in combining Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK). Many teachers are unable to clearly distinguish the integration of technology within pedagogical and content domains separately. The findings suggest that teachers face difficulties in integrating TPACK into classroom practice due to insufficient applied knowledge. Therefore, teachers still require further reinforcement and professional development to strengthen their understanding of TPACK implementation, particularly in integrating technology across different TPACK components.

Speaker: Risnita Risnita (UIN Sulthan Thaha Saifuddin jambi)

Abstrak Bu Prof.docx

14:20 How Individual Entrepreneurial Orientation and Pro-Social Behavior Drive Social Entrepreneurial Intention?

Purpose. This study aimed to clarify how individual entrepreneurial orientation and pro-social behavior drive social entrepreneurial intention. Individual entrepreneurial orientation comprises three dimensions: innovativeness, risk-taking, and proactiveness.
Design/method. This study employed a cross-sectional design and utilized a questionnaire as the research instrument. Data were collected from undergraduate students who had initiated business projects and were also categorized as Gen Z. The data were then analyzed using partial least squares structural equation modeling (PLS-SEM), which was employed to test both the outer and inner models.
Findings. Testing of the outer model showed that it had achieved validity and reliability. Regarding the inner model, the results showed that innovativeness influenced pro-social behavior and drove social entrepreneurial intention. However, risk-taking and proactiveness did not affect both pro-social behavior and social entrepreneurial intention. Social entrepreneurial passion influenced pro-social behavior but did not drive social entrepreneurial intention.
Implications. This research provides theoretical implications for extending the literature regarding the theory of planned behavior in the context of social entrepreneurship. This research also has practical implications for educators and policymakers.

Speaker: Fulgentius Danardana Murwani (Universitas Negeri Malang)

How Individual Entrepreneurial Orientation_7th-ICESS-2025-Abstract.docx

13:30 → 15:00 Parallel Session: Room 2 Online (13.30 - 15.00)

13:30 Circulating Capital, Sustaining Identity: Ethnic Circular Economy among Indonesian Migrant Communities

This study investigates the strategies of socio-economic resilience and sustainability among migrant communities of the Madurese, Minangkabau, and Bugis in Indonesia, focusing on the mechanism of the ethnic circular economy. This mechanism refers to the capacity of ethnic communities to sustain their livelihoods by circulating capital, labor, and profit within their own networks. Rather than relying solely on economic skills such as trading, the ethnic circular economy is reinforced by social capital, local wisdom, and distinctive cultural identities. Empirical evidence of this study is drawn from field observations and in-depth interviews with 15 informants. The study highlights how the Madurese sustain retail networks through grocery stalls (Warung Madura), the Minangkabau expand their presence via Padang restaurants, and the Bugis maintain traditional shipping and trade systems. These cases demonstrate that the ethnic circular economy not only enables migrants to endure economic pressures but also strengthens social cohesion and cultural identity across generations. Findings further show that the moral economy notion of harga diri (dignity) underpins and legitimizes the circulation of resources within these ethnic communities. In the context of rapid socio-economic transformation, the ethnic circular economy illustrates both the resilience of traditional systems and their potential to serve as models of inclusive and sustainable development.

Speaker: Medhy Aginta Hidayat (Universitas Trunojoyo Madura)

Abstract ICESS 2025 - Medhy.pdf

13:40 Transformational Leadership, Culture, and Teacher Performance in Nigeria: The Mediating Roles of Trust and Engagement for SDG 4

Low teacher performance in rural Nigerian secondary schools remains a major barrier to achieving Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education. This study investigates how transformational leadership and organizational culture shape teacher performance, with organizational trust and teacher engagement as mediating mechanisms. Drawing on General Systems Theory and Social Exchange Theory, data were collected from 167 public secondary school teachers in Ukwa West, Nigeria, and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with 5,000 bootstrap resamples. Results demonstrate that transformational leadership exerts the strongest influence on teacher performance, both directly and indirectly through trust and engagement. Organizational culture also enhances performance, primarily via trust. These findings position trust and engagement as critical relational processes for strengthening educational outcomes in resource-constrained contexts. The study advances empirical understanding of organizational drivers of teacher effectiveness in Sub-Saharan Africa and offers evidence-based policy recommendations for integrated leadership development, trust-building strategies, and sustained teacher engagement initiatives, contributing to global debates on sustainable, context-responsive education reform.

Speaker: Mr Elele Emmanuel Chinedu (Universitas Pendidikan Ganesha, Singaraja, Bali ,Indonesia)

7TH ICESS ABSTRACT MANUSCRIIPT.docx

The 7rh ICESS.pptx

The 7rh ICESS.pptx

The 7rh ICESS.pptx

13:50 Case-Based Module Development to Enhance 4Cs in Laboratory Management Engineering Students

Critical thinking, creativity, communication, and collaboration (4Cs) are essential competencies that students must acquire in the 21st-century education era. The 4Cs skills can be trained through case method-based learning presented in lecture modules. This study aims to develop a case method-based module to improve the 4Cs skills of students in the laboratory management engineering program. This research employed a Research and Development (R&D) design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were students enrolled in laboratory management courses. The research instruments included validation sheets, practicality questionnaires, and 4Cs skill observation sheets, analyzed using descriptive techniques. The feasibility test of the module was carried out through product validation by two experts and limited trials involving students. The results indicate that the developed case method-based module met the criteria of validity, practicality, and effectiveness in enhancing students’ 4Cs skills. Therefore, this module can serve as an innovative teaching material to support learning in higher education.

Speaker: Diah Anugrah Dipuja (Universitas Riau)

14:00 Empowering Future Generations: A Systematic Review of Project-based Learning's Role in Achieving Sustainable Development Goals

The modern education is currently confronted with the dilemma of the need to prepare students with the necessary competencies to address global issues such as those outlined in the United Nations’ Sustainable Development Goals (SDGs). But, there is a big chasm between understanding sustainabil-ity as a concept, and practicing it. This research has focused on reviewing the research on the role of ProjectBased Learning (PBL) as a pedagogical strategy for integrating SGDs in educational curriculum. The approach is a systematic review of 17 original contributions covering different types of ed-ucation (primary, secondary, vocational, higher) and different educational subject disciplines (science, engineering, business, teacher education). The study was inductive and aimed at searching for the patterns between PjBL and the effectiveness of PjBL in acquiring the fundamental skills and com-petencies related to the practice areas of SDGs. The findings of the research indicate that PjBL is consistently and effectively: (1) Enhancing 21 st-century skills: critical thinking, creativity, and problemsolving; (2) Bridging the theory-practice gap through doing real; (3) Boosting motivation, self-efficacy, and active engagementthrough contextual projects; (4) Developing transversal competencies: collaboration, professional responsibility, and so-cial awareness; and (5) Leading to concrete change in terms of improved ac-ademic projects and environmentally friendly innovation (e.g. waste-based products, processes, services and and composting projects). In conclusion, PjBL has proven to be a transformative pedagogical framework for Education for Sustainable Development (ESD). Its sustainable implementation requires institutional support, systematic teacher training, and academic-industry col-laboration. Thus, PjBL functions not merely as a learning method but as a strategic approach to produce an innovative generation that is responsible for sustainable development.

Speaker: Fitriani Fitriani (Dapertment of Physic Education, Faculty of Science and Mathematics, Universitas Pendidikan Indonesia)

conference Fitriani.docx

PPT.pptx

Template.docx

14:10 Implementation of Argumentation Skills in Science Education: Systematic Literature Review in the Context of Socio-Scientific Issues and SDGs

Argumentation skills are an essential 21st-century competency that supports science literacy, conceptual understanding, and evidence based decision making. This study aims to systematically review the implementation of argumentation skills in science education, with a focus on their role in addressing socio-scientific issues (SSI) related to sustainable development. Using the PRISMA protocol, 38 articles were selected from a total of 101 articles in the Scopus and Google Scholar databases (published between 2018 and 2025) and analyzed to identify trends in learning models, topic contexts, and their contributions to the Sustainable Development Goals (SDGs). The results of the study demonstrate that the integration of argumentation with SSI is widely applied in science learning, particularly in topics such as static fluids, renewable energy, environmental pollution, and climate change. These findings suggest that SSI-based argumentation skills contribute to achieving SDG 4 (Quality Education) by strengthening 21st-century skills, SDG 7 (Affordable and Clean Energy) through renewable energy literacy, and SDG 13 (Climate Action) through critical awareness of global environ-mental issues. Thus, this study confirms the strategic role of argumentation in science education in supporting sustainable development at both local and international levels. Further research is recommended to expand the study to the junior high school level, develop learning interventions that explicitly train high level argument components (such as backing and rebuttal), and explore local issues as the context for SSI to strengthen the impact of education on the SDGs.

Speaker: Ms Umi Kalsum Djano (Universitas Pendidikan Indonesia)

ARTIKEL ABSTRAK CONFERENCE.docx

PPT INGGRIS.pdf

14:20 The Influence of Parental Education Level, Educational Background, Organizational Involvement, And Future Expectations on Students’ Self-Regulated Learning

In the digital era, self-regulated learning (SRL) has become a key determinant of student academic performance. SRL skills are shaped by various internal and external factors. This study aims to investigate the partial and simultaneous influence of parental education level, educational background, organizational involvement, and future expectations on the SRL skills of university students. The research population included 161,389 students from 84 universities in West Nusa Tenggara, Indonesia. Using Isaac and Michael’s sampling technique with a 1% margin of error, a sample of 676 students was selected. Data were collected through a validated and reliable questionnaire consisting of 20 items based on ten SRL indicators. Data analysis was conducted using dummy multiple regression analysis with the aid of SPSS 21. The findings of the study are as follows: (1) Parental education level does not have a significant effect on students' SRL skills; (2) Educational background does not have a significant effect on students' SRL skills; (3) Organizational involvement has a significant effect on students' SRL skills; (4) Future expectations do not have a significant effect on students' SRL skills; (5) Parental education level, educational background, organizational involvement, and future expectations collectively have a significant effect on students' SRL skills.

Speaker: Lalu Sumardi (University of Mataram)

Abstract.docx

14:30 Sustainability consciousness; will learning in biology classroom make a difference?

Sustainability consciousness represents the considerations and choices an individual makes regarding sustainability. This study aims to investigate the sustainability consciousness of secondary students through the e-module developed and used in the learning process. This study aims to uncover how e-module contribute to the Sustainability Consciousness exhibited by secondary students. The latent variable was measured using the Sustainability Consciousness Questionnaire (SCQ) instrument, which was adapted and contextualized for this research.
The collected data were analyzed using the Rasch model to obtain comprehensive information regarding the sustainability consciousness of the students. Through the Winsteps application, assessments of validity, reliability, student sustainability consciousness, and Differential Item Functioning (DIF) were performed. For the sustainability consciousness variable, the analysis was conducted across three dimensions: sustainability knowingness, sustainability attitudes, and sustainability behaviour, with each dimension examined from environmental, social, and economic perspectives.
Based on the data analysis of students’ sustainability awareness, the use of Problem-Based Learning-based e-modules was found to have a significant effect in enhancing students’ sustainability awareness, with a significance value of 0.04 (p < 0.05). This indicates that the developed e-modules can effectively support students in improving their sustainability awareness. Furthermore, this research contributes to the body of empirical studies on the sustainability consciousness demonstrated by secondary students.

Keywords: Sustainability consciousness, secondary students, ESD, biology

Speaker: Ikmanisa Khairati (Science Education Doctoral Program, Faculty of Mathematics and Natural Science, Universitas Negeri Padang)

14:40 QnA

13:30 → 15:00 Parallel Session: Room 3 Online (01.30 - 15.00)

13:30 Development of Digital Teaching Materials based on Sasambo Ethnoscience to Improve Computational Thinking Skills of Prospective Elementary School Teachers

Education in today's digital age requires the integration of information technology with traditional education, including the development of computational thinking skills for prospective elementary school teachers. Computational thinking is the ability to solve problems using computational concepts and techniques, which include algorithmic thinking, data analysis, and systematic problem solving. However, a technology-oriented learning approach may not be effective if it is not integrated with the values, traditions, and local wisdom of the surrounding community. Therefore, the development of ethnoscience-based digital teaching materials is important to improve the computational thinking skills of prospective elementary school teachers. The purpose of this study was to produce Sasambo (Sasak, Sawama, and Mbojo) ethnoscience-based teaching materials that facilitate the computational thinking skills of prospective elementary school teachers in ICT-based learning lectures. This study was a development study using a 4-D model consisting of four stages, namely define, design, develop, and disseminate. The test subjects in this study were students of the Elementary School Teacher Education Study Program at one of the Teacher Training and Education Institutions (LPTK) in Mataram who took ICT-based learning courses. The teaching materials developed consisted of a Semester Learning Plan (RPS), teaching materials in the form of e-books, and computational thinking tests, which were integrated into the e-books so that they could be accessed through electronic devices. The research results show that Digital Teaching Materials based on Sasambo Ethnoscience are considered practical by lecturers and students, especially in terms of ease of access, completeness of features, and ability to support computational thinking teaching and learning. Despite some technical challenges, the device operates well in an online learning context, making it worthy of further use. Thus, this tool can make a significant contribution to the development of learning that is more contextual and relevant to local culture.

Speaker: MUHAMMAD ERFAN (Universitas Mataram)

fix_upload_icess_2025.docx

13:40 Development of Project-Based and Deep Learning-Based Student Worksheets in Basic Biology to Improve Students' Critical Thinking Skills

Abstract. This research addresses the urgent need to enhance college stu-dents' critical thinking skills in conventional Basic Biology courses. The Pro-ject-Based Learning (PjBL) approach is proven effective in developing high-er-order thinking skills. Furthermore, integrating Deep Learning into biology education can strengthen students' critical thinking by encouraging them to connect biological concepts in depth and apply them in real-world contexts. This study aims to develop a Basic Biology student worksheet that integrates a Project-Based Learning (PjBL) model with a Deep Learning approach. The goal is to make learning more applicable, meaningful, and reflective, thus equipping students with critical thinking skills. The research is a type of Re-search and Development (R&D) study, utilizing the ADDIE model (Analy-sis, Design, Development, Implementation, Evaluation), a systematic design framework. The primary data collection instruments were expert validation sheets, student response questionnaires, practicality sheets, and effectiveness tests. The research sample consisted of 40 students enrolled in a Basic Biolo-gy course. The results indicate that the Deep-PjBL student worksheet is cat-egorized as Valid, Practical, and Effective. Therefore, it can be used in biolo-gy education to enhance students' critical thinking skills.
Keywords: Student Worksheet, Basic Biology, Project Based Learning, Deep Learning; Berpikir Kritis, Critical Thinking Skills

Speaker: Resma Wahyuni (Universitas Riau)

ARTIKEL BIOLOGI DASAR translated.pdf

Submit Abstrak Deep-PjBL.docm

13:50 The Digital Transformation of Local Radio in Semarang

The development of digital technology has significantly transformed media consumption patterns, where the internet and social media dominate over conventional media. This condition requires radio stations to transform in order to remain relevant in the digital era. Data from We Are Social & Kepios (2025) shows that internet users in Indonesia have reached 221 million people (79.5%), while the APJII (2025) survey reveals that only 14% of the population still regularly listens to radio. This shift poses a major challenge for local radio, particularly in engaging younger audiences. Radio stations in Semarang have responded by utilizing Instagram as a communication strategy. Radio Idola Semarang (@radioidolasmg) emphasizes news and information content, while Wadya Bala Prambors Semarang (@wadyabalasemarang) focuses on entertainment and interactive engagement with young audiences. This study aims to analyze the digital transformation strategies of both radio stations by applying Roger Fidler’s Mediamorphosis theory. The research employs a case study with a qualitative approach through Instagram content analysis and literature review. The findings reveal, first, that Radio Idola highlights information-based strategies to maintain credibility. Second, Wadya Bala Prambors emphasizes interactive entertainment to engage younger audiences. Third, Instagram is proven effective in expanding audience reach and building two-way interaction. Fourth, despite challenges from global digital platforms, this transformation strengthens the brand image and existence of local radio stations.

Speaker: Melinda Zahra (Universitas Dian Nuswantoro)

PresentationFile.pdf

14:00 Integrating QR Code Technology in Elementary Science Content: A Developmental Study on Critical Thinking Skills

The critical thinking skills of prospective elementary school teacher students are still relatively low and require contextual and technology-based learning innovations. This study is part of a research and development program that aims to measure the effectiveness of innovative teaching materials on Basic Concepts of Elementary School Science based on QR Codes in improving students' critical thinking skills. The method used was a quasi-experimental one-group pretest-posttest design for 59 PGSD students, with a critical thinking test instrument covering four dimensions: clarification, assessment, inference, and strategy. The results showed a significant increase between pretest and posttest scores, with an average N-Gain of 0.429, which is classified as moderate. The distribution of scores showed a shift towards higher scores, with most students experiencing consistent improvement, especially in the strategy dimension. These findings indicate that QR Code-based teaching materials can support more flexible and interactive learning and encourage higher-order thinking skills. Therefore, it is recommended that such teaching materials be integrated into the curriculum more broadly and used in various courses based on strengthening 21st-century competencies.

Speaker: Ibrahim Ibrahim (Universitas Mataram)

ABSTRAK.pdf

14:10 KUALITAS GURU PENDIDIKAN JASMANI DALAM MENINGKATKAN PROFIL LULUSAN DALAM DIMENSI KESEHATAN

Penelitian ini bertujuan untuk menjelaskan kualitas guru pendidikan jasmani, olahraga, dan kesehatan (PJOK) dengan motivasi belajar siswa melalui pendekatan Systematic Literature Review (SLR). Kualitas guru PJOK merupakan faktor penting dalam menciptakan pengalaman belajar yang bermakna, tidak hanya dari segi kompetensi teknis, tetapi juga kemampuan pedagogik, sosial, dan profesional. Motivasi belajar siswa sebagai salah satu penentu keberhasilan pembelajaran dipengaruhi oleh dukungan guru, interaksi positif, strategi pembelajaran, serta pemanfaatan teknologi dalam proses pengajaran. Sebanyak 40 artikel ilmiah yang dipublikasikan dalam kurun 2015–2025 dianalisis secara sistematis. Seleksi literatur dilakukan melalui penyaringan judul, abstrak, dan naskah lengkap dengan kriteria inklusi meliputi relevansi topik, keterkaitan dengan kualitas guru PJOK dan motivasi siswa, serta menyediakan standar metodologi. Analisis data dilakukan dengan pendekatan sintesis naratif untuk mengidentifikasi tema-tema utama yang muncul dari literatur. Hasil telaah menunjukkan bahwa kualitas guru PJOK berperan signifikan dalam meningkatkan motivasi belajar siswa. Tema utama yang teridentifikasi meliputi kompetensi profesional guru, dukungan dan interaksi guru–siswa, integrasi teknologi digital, evaluasi pembelajaran, serta inklusi dalam pendidikan jasmani. Banyak penelitian mengacu pada kerangka Self-Determination Theory (SDT), yang menekankan pentingnya menyediakan kebutuhan dasar siswa, yaitu otonomi, kompetensi, dan keterhubungan. Selain itu, integrasi teknologi terbukti mampu memperkuat motivasi siswa, namun efektivitasnya sangat bergantung pada kemampuan guru dalam mengelolanya secara pedagogis. Penelitian ini menyimpulkan bahwa kualitas guru PJOK merupakan penentu utama motivasi belajar siswa. Implikasi praktisnya mencakup perlunya peningkatan kompetensi guru melalui pelatihan berkelanjutan, penerapan model pembelajaran inovatif, serta pemanfaatan teknologi yang tepat guna. Penelitian lanjutan dengan desain eksperimental jangka panjang diperlukan untuk memperkuat bukti kausalitas.

Speakers: Ega Trisna Rahayu (Universitas singaperbangsa karawang), Puspita Sari (Universitas singaperbangsa karawang), Resty Gustiawati (Universitas singaperbangsa karawang), Rini Dwi Apriyanti (Universitas singaperbangsa karawang), Rizqi Rohmatulloh (Universitas singaperbangsa karawang)

Abstrak PS .docx

THE QUALITY OF PHYSICAL EDUCATION TEACHERS IN IMPROVING GRADUATE PROFILES IN THE DIMENSION OF HEALTH.docx

14:20 Biology Education Students' Knowledge about the Causes, Impacts, Mitigation, and Adaptation of Climate Change: Their Preferences for Learning Innovations

Climate change is a global challenge that requires a comprehensive understanding from prospective biology educators as agents of change in environmental education. The digital era offers various learning innovations that can improve students' understanding of the complexity of
climate change, but the effectiveness and preferences of students towards these learning technologies have not been widely explored in the context of biology education. This study aims to analyze the level of knowledge of biology education students about the causes, impacts, mitigation, and adaptation of climate change, as well as to identify their preferences for various digital learning innovations in the context of climate change education. The research method used is descriptive quantitative. The research subjects are active students of the Biology Education study program from several universities in Indonesia. The focus will be on the undergraduate student population. The sample was selected using stratified random sampling. The research instrument was a validated questionnaire consisting of: (1) a 40-item climate change knowledge test covering causes (10 items), impacts (10 items), mitigation (10 items), and adaptation (10 items); (2) a 25-item digital learning innovation preference scale. Data were analyzed using descriptive statistics, Pearson's correlation, and one-way ANOVA.

Speaker: Syafira Defni (Universitas Pendidikan Indonesia)

Syafira Defni_PPT ICESS.pdf

14:30 QnA

15:00 → 15:30 Awarding Best Presenters and Participants

15:30 → 16:00 Closing Ceremony: Awarding Best Presenters and Participants