JPI: Jurnal Pustaka Indonesia

Pleasure over Pressure: Hedonic Motivation, Peer Influence, and Gender in Generation Z Teachers’ Compulsive Buying

2026-09-29T14:32:36+07:00

Compulsive buying is a growing concern among young Indonesian professionals as digital commerce expands. Peer influence, rumination, and hedonic motivation have been studied separately, but rarely together in one gender-moderated model for teachers. This cross-sectional survey examined their association with compulsive buying among Generation Z civil-servant teachers in Pesisir Selatan Regency, West Sumatra, drawing on conspicuous consumption theory and the I-PACE model. Of 731 eligible teachers holding PNS or PPPK status, 310 completed the questionnaire and were analysed with PLS-SEM in SmartPLS using a product-indicator interaction. Hedonic motivation showed the strongest association with compulsive buying (β = .775, 95% CI [.716, .834], p < .001), followed by peer influence (β = .218, 95% CI [.129, .307], p < .001). Rumination was not significantly associated (β = .034, 95% CI [-.053, .121]), nor was gender directly (β = .032, 95% CI [-.044, .108]) or as a moderator of any pathway. The model explained 75.5% of the variance in compulsive buying scores (adjusted R² = .749; Q² = .294). Because eligibility required at least three recent online purchases and the gender groups were unequal (243 women, 67 men), the estimates are conditional associations within a selected sample rather than causal effects, and the non-significant interactions are inconclusive rather than evidence of gender similarity. The findings suggest that pleasure-oriented and socially visible consumption warrants attention in teacher financial-wellbeing programmes.

Principal Leadership, School Climate, and Perceived School ‎Productivity in Indonesian Vocational High Schools: Evidence ‎from Solok Regency

2026-09-02T17:29:19+07:00

Vocational high schools require organizational conditions that support effective resource use, instructional quality, and outcomes aligned with the world of work, yet evidence on how leadership and school climate relate to teacher-perceived school productivity remains limited. This study examined the associations of principal leadership and school climate with perceived school productivity in state vocational high schools in Solok Regency, Indonesia. A cross-sectional correlational survey was conducted with 150 teachers selected from a population of 240 using proportional random sampling. Data were collected using five-point Likert questionnaires and analyzed with descriptive statistics, bivariate correlations, and multiple regression. Principal leadership was positively but weakly associated with perceived school productivity (r = .188, R² = .035, p = .021), as was school climate (r = .177, R² = .031, p = .031). In the joint model, principal leadership and school climate showed a statistically significant but weak association with perceived school productivity (R = .251, R² = .063, p = .008), leaving 93.7% of the observed variance unexplained by the two-predictor model. These findings support an association-based rather than causal interpretation. Principal leadership and school climate may be relevant components of broader school-management conditions, but their practical importance should be considered alongside teacher capacity, resources, organizational processes, student characteristics, and external partnerships. Future research should use longitudinal or multilevel designs and objective school-level productivity indicators.

A Collaborative Peer-Based Model for Elementary Teacher ‎Pedagogical Knowledge: Evidence from Luwu Regency, ‎Indonesia

2026-09-02T17:29:54+07:00

Pedagogical competence remains a persistent challenge for public elementary school teachers in geographically diverse regions of Indonesia, where access to sustained, high-quality professional development is often limited by distance and resource constraints. This study developed and validated a collaborative peer-based training model to strengthen the pedagogical competence of public elementary school teachers in LuwuRegency, South Sulawesi, where prior competency assessments had consistently placed teachers below adequate performance thresholds. Using a Research and Development approach structured around the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation), the study drew on a purposively selected sample of 32 teachers from public elementary schools spanning both urban and remote sub-districts, each with at least three years of teaching experience and active involvement in teacher working groups. Data were gathered through expert validation, practicality questionnaires, and paired pre- and post-training competency tests. The training model, comprising modules, facilitator guidebooks, and assessment instruments, was judged highly valid in terms of media suitability, language clarity, and content accuracy. Practicality testing confirmed the model as an efficient and readily adoptable alternative to conventional top-down training formats. Effectiveness testing showed a statistically significant improvement in teachers' pedagogical competence scores following the intervention. These findings suggest that structured peer collaboration, when embedded within a systematic instructional design process, offers a viable and scalable pathway for strengthening teaching quality in resource-constrained elementary school settings.

Pedagogical Innovation in Islamic Education: Developing the SMART-Islami Framework from Singapore's aLIVE Programme

2026-09-07T09:21:42+07:00

This study aims to develop SMART-Islami, a conceptual pedagogical framework for reconstructing smart education within Islamic epistemology. Smart-education models have explained the integration of intelligent technologies and adaptive pedagogy, but they have not sufficiently clarified what educational “intelligence” should ultimately serve, particularly in Islamic education, where the formation of iman, akhlaq, and adab is central. Using Singapore’s aLIVE (Learning Islamic Values Everyday) programme under the Islamic Religious Council of Singapore (MUIS) as an instrumental case, this study analysed a bounded corpus of nine primary documents published between 2014 and 2026. The documents included MUIS programme and policy publications, Singapore education-policy and data-protection documents, and independent peer-reviewed studies of aLIVE. Data were examined through directed content analysis based on the three elements of smart education and the five characteristics of smart learning, followed by conceptual synthesis. The findings show that aLIVE’s documented strengths are mainly reflected in value modelling and community-based instruction, while differentiated instruction, learning analytics, and personalised learning pathways are not clearly evidenced in the analysed documents. These are reported as documentary gaps rather than confirmed gaps in practice. SMART-Islami reinterprets the five characteristics of smart learning through a specified Maqasid al-shari’ah formulation and presents a six-stage implementation model from teacher-and-curriculum input to character formation. As a conceptual proposition, the framework requires empirical validation through a single-centre design-based pilot using measurable character-formation indicators.

Religious and Traditional Values in Banten Legends: A ‎Genetic-Structuralist Basis for Local-Wisdom-Based Literary ‎Teaching Materials

2026-09-23T08:15:33+07:00

This study analyzes religious and traditions values in three representative Banten legends The Origin of Tanjung Lesung (Pandeglang Regency), The History of Cisoka (Tangerang Regency), and The Tale of Nyai Geulis (Lebak Regency) selected through a purposive sampling technique based on their strong representation of regional cultural identities within written literary texts (textual corpus). Employing a qualitative method with Lucien Goldmann’s genetic structuralism approach, the research examines the relationship between literary structures and the worldview of Banten society, supported by key informant interviews to validate contextual cultural meanings. The findings reveal a coherence of religious values, specifically metaphysical sanctions and the power of supplication (munajat), alongside traditional values reflected through toponymic functions and communal deliberation. The findings provide an illustrative design implication that can be utilized as a foundational basis for designing future teaching materials.

Designing a Socioecology-Based Coding Curriculum for ‎Preservice Elementary Teachers: Computational Thinking, ‎Measurement, Geometry, and Climate Mitigation

2026-09-21T13:57:12+07:00

Climate change is a global challenge that requires a multidisciplinary approach. This study aims to develop a socioecology-based coding curriculum framework that integrates Computational Thinking (CT) into measurement and geometry materials for prospective elementary school teachers. Through a qualitative literature review approach, this study analyzes the integration of socioecological principles and CT to equip prospective teachers with the ability to solve environmental problems, particularly climate change mitigation. The results of this study are in the form of a curriculum design that includes the identification of learning objectives, material selection, interactive learning design, and learning tool selection. This curriculum is designed not only to improve the technical competence of prospective teachers but also to foster critical awareness of socio-ecological issues. The implementation of this curriculum is expected to become an innovative model in teacher education that is responsive to sustainability challenges. Further studies are needed to empirically test the effectiveness of this curriculum in the classroom.

Social Media Advertising as a Vehicle for Developing EFL Students' Critical Language Awareness: A Critical Discourse Analysis Study in Language and Advertisement Class

2026-09-22T07:06:05+07:00

The rapid expansion of social media has made digital advertising one of the most pervasive forms of multimodal discourse consumed by EFL university students on a daily basis. Despite its ideological richness—combining persuasive language, visual rhetoric, and social power relations—social media advertising remains underutilised as a critical object of study in Indonesian EFL higher education classrooms. This study investigates how the integration of social media advertising analysis into the Language and Advertisement course (Semester VI, Department of English Literature, Faculty of Cultural Sciences, Universitas Khairun Ternate) can develop students’ Critical Language Awareness (CLA). Drawing on Fairclough’s three-dimensional Critical Discourse Analysis (CDA) framework—text, discursive practice, and social practice—integrated with Kress and van Leeuwen’s visual grammar, the study employs a qualitative classroom-based design with a total sample of 35 students (30 female, 5 male). Data were collected through pre-analysis tasks (pretest), CDA-structured in-class activities, post-analysis tasks (posttest), guided class discussions, and students’ written reflections. Pretest-to-posttest comparison reveals a marked qualitative shift: from surface-level, literal readings of advertising content towards ideologically aware and critically reflexive discourse analysis. Students progressed from identifying superficial promotional features to articulating how language, visual elements, and multimodal strategies construct identity, normalise consumption values, and reproduce social power relations. These findings confirm that social media advertising texts constitute productive and contextually relevant materials for CLA development in EFL higher education. The study contributes to SDG 4: Quality Education.

Analysis of Students’ Needs for Technology-Integrated Legal English Teaching Materials to Develop Higher-Order Thinking Skills

2026-09-29T10:23:29+07:00

This study aimed to identify law students’ needs for technology-integrated Legal English teaching materials, determine the linguistic and professional competencies they prioritize, and examine the role of digital learning and Higher-Order Thinking Skills (HOTS) in Legal English instruction. A descriptive qualitative design with a needs-analysis approach was employed at the Faculty of Law, Prof. Dr. Hazairin SH University, Indonesia, during the 2026 academic year. Participants comprised 64 undergraduate law students and seven English lecturers selected purposively. Data were collected through questionnaires and interviews, supported by observation and document analysis for triangulation. Questionnaire data were analyzed descriptively using frequencies and percentages, while qualitative data were examined through data condensation, data display, and conclusion drawing. The results showed that 82.5% of students required more discipline-specific Legal English materials; 92.0% prioritized international legal vocabulary, 84.7% emphasized contract and legal-opinion writing, and 82.1% identified presentation and legal argumentation as important competencies. Technology integration received the highest response (96.5%), while 81.0% supported HOTS-oriented activities involving legal-case analysis, argument evaluation, and solution formulation. These findings indicate that Legal English instruction should integrate ESP-based content, authentic professional tasks, digital learning tools, and cognitively demanding activities rather than relying predominantly on General English materials. However, the study was context-specific and relied substantially on perceived needs. Future research should validate the framework across multiple institutions and experimentally examine the effectiveness of technology-integrated Legal English materials on language proficiency, HOTS, and professional readiness.

Evaluation of the Implementation of the Teaching Factory ‎Policy Using the CIPP Model at State Vocational High Schools ‎in Pariaman City

2026-10-02T11:44:28+07:00

This study aimed to evaluate the implementation of the Teaching Factory (TeFa) policy in the Culinary Expertise Program at SMK Negeri 2 Pariaman using the Context, Input, Process, Product (CIPP) model. A concurrent embedded mixed-methods design was employed, involving 33 Grade XII students selected through census sampling and five key informants selected purposively. Quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while qualitative data from interviews, observations, and documentation were analyzed through data reduction, data display, and conclusion drawing; both strands were subsequently merged for interpretation. The findings showed that Context (75.13%), Input (74.39%), and Process (74.04%) were categorized as good, whereas Product (78.79%) was categorized as very good. Qualitative evidence corroborated the quantitative results by showing that TeFa supported production-based learning, student involvement in authentic work processes, work readiness, and entrepreneurial development. Nevertheless, implementation remained constrained by limited dedicated production space, insufficient industry-standard equipment, restricted productive-teacher capacity, suboptimal industry partnerships, and underdeveloped digital marketing and evaluation systems. These findings indicate that the CIPP framework provides a comprehensive basis for identifying both strengths and implementation gaps in school-based Teaching Factory policy. Given the study’s single-school scope, reliance on student perceptions, predominantly internal informants, and limited observation and documentation, future research should involve multiple vocational schools and stronger participation from industry stakeholders.

The Influence of Principal Transformational Leadership, Organizational Culture Through Knowledge Sharing on the Innovative Behavior of Elementary School Teachers in South Solok Regency

2026-10-02T11:44:24+07:00

This study aimed to examine the relationships of principals’ transformational leadership and organizational culture with elementary school teachers’ innovative behavior and to determine the mediating role of knowledge sharing in these relationships. A quantitative cross-sectional survey design was employed involving 291 public elementary school teachers in South Solok Regency, Indonesia, selected from a population of 1,190 teachers through stratified proportional random sampling. Data were collected using validated five-point Likert-scale questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results showed that transformational leadership was positively associated with teachers’ innovative behavior (β = 0.141, t = 2.883, p = 0.002) and knowledge sharing (β = 0.267, t = 4.844, p < 0.001). Organizational culture was positively associated with knowledge sharing (β = 0.515, t = 9.655, p < 0.001) but had no significant direct relationship with innovative behavior (β = −0.034, t = 0.566, p = 0.286). Knowledge sharing demonstrated the strongest relationship with innovative behavior (β = 0.722, t = 16.322, p < 0.001) and significantly mediated the relationships between transformational leadership and innovative behavior (β = 0.193) and between organizational culture and innovative behavior (β = 0.372). The model explained 61.9% of the variance in teachers’ innovative behavior. These findings underscore knowledge sharing as a central organizational mechanism linking leadership and school culture with teacher innovation. Given the cross-sectional and self-reported nature of the data, future studies should employ longitudinal and mixed-method designs across broader educational contexts.

Comparing Project-Based Learning Assisted by Canva and Teaching ‎Aids on Elementary Students' Critical Thinking Skills

2026-10-02T11:44:19+07:00

This study aimed to compare the effects of Canva-assisted and teaching-aid-assisted Project-Based Learning (PjBL) on the critical thinking skills of fifth-grade students in Science and Social Studies (IPAS) at SD Negeri 1 Mojowetan, Blora Regency, Indonesia. A quantitative quasi-experimental design with a nonequivalent control group was employed involving 36 students, with 18 students assigned to the Canva-assisted PjBL group and 18 to the teaching-aid-assisted PjBL group. Critical thinking skills were measured using validated essay tests administered before and after the intervention. Data were analyzed using descriptive statistics, paired-samples t tests, and two-way ANOVA with IBM SPSS Statistics 26. The results showed that both instructional approaches significantly improved students’ critical thinking skills. The Canva-assisted PjBL group demonstrated a mean gain of 39.11 points, while the teaching-aid-assisted PjBL group improved by 34.72 points. The Canva-assisted group also achieved a higher posttest mean score (84.11) than the teaching-aid-assisted group (79.39), with a statistically significant between-group difference (F = 9.784, p < .001). These findings indicate that the integration of Canva within PjBL was associated with greater critical-thinking gains than PjBL supported by conventional teaching aids in this sample. However, because the study involved a small sample from a single school and did not isolate the independent effect of Canva, the findings should be generalized cautiously. Future research should use larger multisite samples and report standardized effect sizes and confidence intervals to strengthen the interpretation of educational significance.

The Influence of Headteachers’ Instructional Leadership and ICT Literacy on Teachers’ Instructional Leadership through Teachers’ Work Motivation in Primary Schools in South Solok Regency

2026-10-02T11:44:38+07:00

This study aimed to examine the relationships of principals’ instructional leadership and teachers’ information and communication technology (ICT) literacy with teacher instructional leadership, with work motivation positioned as a mediating mechanism among public elementary school teachers in South Solok Regency, Indonesia. A quantitative correlational survey design was employed involving 291 teachers selected from a population of 1,190 through proportional random sampling. Data were collected using five-point Likert-scale questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.1.8 through measurement- and structural-model evaluation. The results showed that principals’ instructional leadership was positively associated with work motivation (β = 0.264, t = 4.775, p < 0.001) and teacher instructional leadership (β = 0.128, t = 2.766, p = 0.006). ICT literacy was positively associated with work motivation (β = 0.519, t = 9.773, p < 0.001) but not directly with teacher instructional leadership (β = 0.044, p = 0.374). Work motivation showed the strongest relationship with teacher instructional leadership (β = 0.709, t = 14.709, p < 0.001) and significantly mediated both the principal instructional leadership pathway (β = 0.187) and the ICT literacy pathway (β = 0.368). The model explained 67.2% of the variance in teacher instructional leadership. These findings indicate that organizational and digital resources become more consequential when translated into sustained teacher motivation. Given the cross-sectional, self-reported design, future longitudinal and multi-source studies are needed to strengthen causal inference and generalizability.

The Ethical Paradox of Teacher Gift-Giving in Indonesia: ‎Professionalism, Reciprocity, and Educational Equity

2026-10-07T08:35:39+07:00

This study examines the ethical paradox of teacher gift-giving in relation to professionalism, reciprocity, and educational equity through an embedded qualitative case study conducted in four private schools in Muara Bungo, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving 16 participants, consisting of four principals, six teachers, and six parents. Data were analyzed using Miles and Huberman’s interactive model. The findings indicate that gift-giving was primarily understood as a form of social appreciation and cultural reciprocity; however, the practice also created ambiguity regarding professional boundaries, perceptions of risks to equity, and policy uncertainty. Five themes were identified: the social meaning of gift-giving, ethical dilemmas concerning teacher professionalism, perceptions of equity risks and potential bias, variations in practices and policy ambiguity, and ethical boundaries of gift-giving. Based on these findings, the study develops a relational-ethical boundary typology comprising symbolic collective appreciation, reciprocal collective appreciation, personal relational gifts, and high-value personal gifts. Although no direct evidence was found that gift-giving altered teachers’ decisions or treatment of students, the practice nonetheless presents risks of perceived inequity and blurred professional boundaries when not supported by clear institutional guidelines.

Perceived Organizational Support and Self-Efficacy as Drivers ‎of Employee Performance: A Moderated Mediation Model of ‎Employee Engagement and Organizational Commitment ‎

2026-10-07T08:23:53+07:00

This study aims to examine the associations of perceived organizational support and self-efficacy with employee performance, with employee engagement as a mediating mechanism and organizational commitment as a moderator of the employee engagement–performance relationship. A quantitative cross-sectional survey was conducted among 255 employees working in R&D and supporting functions within the electronics manufacturing industry in Tangerang Regency, Indonesia. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4.0. The results showed that perceived organizational support and self-efficacy were not significantly associated with employee performance directly, whereas both were positively and significantly associated with employee engagement. Employee engagement was positively and significantly associated with employee performance and significantly mediated the relationships of perceived organizational support and self-efficacy with performance. Organizational commitment did not significantly moderate the employee engagement–performance relationship. These findings indicate that organizational and personal resources are linked to performance primarily through employee engagement, underscoring engagement as a central explanatory mechanism. However, the cross-sectional design precludes causal and temporal inference, and reverse or reciprocal relationships cannot be excluded. Future longitudinal or experimental studies should test the temporal ordering of these relationships and examine whether alternative organizational conditions strengthen the engagement–performance link. Managerially, the findings support practices that foster engagement through supervisor support, recognition, autonomy, coaching, and meaningful work design.

The Influence of Innovative School Leadership Practices and ‎Teacher Professional Development on The Quality of ‎Learning in Public Senior High Schools in Padang City

2026-10-13T11:18:47+07:00

This study aimed to examine the relationships of innovative school leadership practices and teacher professional development with teacher-reported learning quality in public senior high schools in Padang City, Indonesia. A quantitative cross-sectional survey design was employed involving civil-servant (Aparatur Sipil Negara/ASN) teachers from 17 public senior high schools, with 273 respondents selected from a population of 855 teachers through proportionate stratified random sampling. Data were collected using validated five-point Likert-scale questionnaires, summarized using the Respondent Achievement Level (TCR), and analyzed through multiple linear regression. The results showed that learning quality (TCR = 90.90%), innovative school leadership practices (TCR = 91.59%), and teacher professional development (TCR = 89.28%) were all categorized as Very Good. Innovative school leadership practices (β = .343, t = 6.381, p < .001) and teacher professional development (β = .351, t = 6.537, p < .001) were significant positive predictors of teacher-reported learning quality. Collectively, both predictors explained 33.4% of the variance in learning quality (R² = .334, F = 67.562, p < .001), leaving 66.6% attributable to factors outside the model. These findings suggest that strengthening innovative leadership, particularly teacher involvement in decision-making, and sustained professional development, including classroom action research, may support perceived learning quality. However, because the study relied on cross-sectional, same-source self-reports, the findings should be interpreted as predictive rather than causal. Future research should employ longitudinal, multilevel, and multi-source designs to identify additional school- and teacher-level determinants.

Visual Attention Dynamics in Children with Special Needs During Eye-Tracking-Based Adaptive Learning Game Sessions in Pontianak, Indonesia

2026-10-13T17:52:30+07:00

This study aimed to examine changes in oculomotor indicators associated with visual attention across three repeated sessions of an eye-tracking-based adaptive learning game among children with special needs (CSN), addressing the limited evidence on session-to-session visual-attention dynamics in diagnostically heterogeneous populations. An exploratory one-group uncontrolled repeated-measures design was employed involving 16 children aged 9–15 years with mixed diagnoses, including attention-deficit/hyperactivity disorder, autism spectrum conditions, intellectual disability, hearing impairment, and physical disability, recruited from the Disability Services and Assessment Center of Pontianak City. Participants completed three 5-minute game sessions on separate days. Mean fixation duration, saccade count, mean saccade distance, and gaze transition rate were analyzed using the Friedman test, followed by Wilcoxon signed-rank post hoc comparisons with Bonferroni correction (α = .0167), while Kendall’s W was used to estimate effect size. Saccade count and gaze transition rate differed significantly across sessions (p = .002 and p = .003, respectively), primarily reflecting a temporary increase during the second session followed by partial reversal in the third session; neither variable differed significantly between the first and third sessions. Mean fixation duration and mean saccade distance increased numerically but were not statistically significant (both p = .087). These findings indicate a non-linear oculomotor pattern more consistent with transient exploration or familiarization than sustained improvement in visual attention. The small, heterogeneous, uncontrolled sample limits causal inference and generalizability; future studies should employ larger, diagnostically stratified samples, control conditions, and longer observation periods.