The Effect of a Guided Inquiry Learning Model Integrated with the Jelajah Alam Sekitar Approach on the Cognitive Abilities and Communication Skills of Grade VII Students at Junior High School

2026-10-19T23:06:04+07:00

Science learning in rural schools with limited laboratory facilities requires contextual experiences that develop students’ cognitive abilities and communication skills simultaneously. This study aimed to determine the effect of the guided inquiry learning model integrated with the Jelajah Alam Sekitar (JAS) approach on the cognitive abilities and the oral and written communication skills of seventh-grade students at SMPN 48 Tanjung Jabung Barat. A quantitative pre-experimental method with a one-group pretest–posttest design was used. The sample consisted of 23 students selected through total sampling. The instruments were a 15-item multiple-choice test of cognitive ability (levels C3–C6), an eight-item essay test of written communication, and observation sheets for oral communication and student worksheets; all instruments had been validated by experts and tested empirically. The data were analyzed using the paired-samples t-test and Cohen’s d. The mean cognitive score increased from 46 to 64 (39.5%), the mean oral communication score from 47 to 72 (53%), and the mean written communication score from 45 to 70 (55.5%). Statistically significant pre–post improvements were observed in cognitive ability (p < 0.001; d = 1.03, large) and in oral and written communication skills (p < 0.001; d = 2.77 and 2.78, respectively; both large). These findings indicate that guided inquiry integrated with JAS provides meaningful opportunities for students to explore their surroundings, build scientific knowledge, and communicate their findings. Therefore, this model can be considered a contextual learning alternative to support cognitive abilities and communication skills in junior high school science learning.

Teachers' Pedagogical Adaptation to Artificial Intelligence-Enhanced Learning: Practices and Challenges in an Islamic Senior Secondary School

2026-10-19T23:06:05+07:00

This study aims to analyze teachers’ pedagogical adaptation to the use of Artificial Intelligence (AI) in learning at MAN 1 Lubuklinggau, focusing on teachers’ understanding and utilization of AI, the challenges encountered, and pedagogical adaptation strategies for integrating AI ethically, pedagogically, and contextually. This study employed a qualitative approach using an instrumental case study. Participants were selected through purposive sampling and consisted of the head of the madrasah, the vice principal for curriculum, teachers who use AI, and students as supporting informants. Data were collected through observation, interviews, literature study, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings indicate that teachers’ understanding of AI varies, and AI is primarily utilized as a supporting tool for preparing learning materials, finding references, developing learning media, and designing evaluation instruments. Pedagogical adaptation occurs during the planning, implementation, and evaluation stages, with teachers continuing to verify and adapt AI-generated outputs to learning objectives and students’ characteristics. The challenges include differences in digital competence, limited prompt-writing skills, difficulties in selecting appropriate AI applications, limited time, the need to verify information, and inadequate supporting facilities. Teachers respond through training, workshops, self-directed learning, and collaboration. Institutional support from the madrasah is also essential for sustaining adaptation. These findings demonstrate that AI utilization is a process of professional adaptation that maintains the teacher’s role as a designer, facilitator, guide, and evaluator of learning.

ISEJ : Indonesian Science Education Journal

The Effect of a Guided Inquiry Learning Model Integrated with the Jelajah Alam Sekitar Approach on the Cognitive Abilities and Communication Skills of Grade VII Students at Junior High School

Teachers' Pedagogical Adaptation to Artificial Intelligence-Enhanced Learning: Practices and Challenges in an Islamic Senior Secondary School