Implementation of the 6E-STEAM Learning Model Based on Nosiala Pale Local Wisdom: Analysis of Learning Outcomes and Student Motivation and Engagement Profiles

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This study aims to analyze learning outcomes and describe the motivation and engagement profiles of students following the implementation of the 6E-STEAM learning model based on the local wisdom of Nosiala Pale in biology instruction. The study employed a quantitative approach in a single control class using a pretest-posttest design for learning outcomes and a posttest to assess students’ motivation and engagement profiles. The study participants consisted of 28 students in the Biology Education Program who were taking the Conservation Biology course. Data were collected using a 30-item multiple-choice test to measure learning outcomes, as well as a questionnaire to measure students’ learning motivation and engagement. Data were analyzed using descriptive statistics, a paired-sample t-test, and N-gain analysis. The results showed that the average pre-test score was 67.38, while the average post-test score was 79.16. The results of the paired-sample t-test indicated a significant difference between the pre-test and post-test learning outcomes (t = -10.981; p < 0.001). The average N-gain value of 0.480, or 47.95%, falls into the moderate category. Meanwhile, student learning motivation falls into the very high category with an average score of 4.31, and student engagement falls into the high category with an average score of 3.94. These findings indicate that the implementation of the 6E-STEAM learning model based on Nosiala local wisdom is effective in improving student learning outcomes to a moderate level and is supported by high levels of student learning motivation and engagement.

Mathematical Problem-Solving Cooperative Learning (MPSCL): Enhancing Geometry Problem-Solving Ability among Santri in an Islamic Boarding School

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This study examined the effectiveness of Mathematical Problem-Solving Cooperative Learning (MPSCL) in enhancing the geometry problem-solving ability of santri in an Islamic boarding school, particularly on the topics of circle circumference and circle area. A quantitative approach was employed using a one-group pretest-posttest pre-experimental design. The participants were 15 ninth-grade santri from MTs Darul Hikmah Mumbulsari, an Islamic junior secondary school, selected through purposive sampling. The research instruments consisted of a geometry problem-solving test, a santri response questionnaire, and observation sheets assessing learning implementation and santri activities. Data were analyzed using descriptive and inferential statistics, including the Shapiro–Wilk normality test, paired-samples t-test, N-gain analysis, and effect size analysis (Cohen’s d). The findings revealed a significant improvement in the geometry problem-solving ability of the santri following the implementation of MPSCL. The paired-samples t-test yielded a significance value of 0.000 (p < .05), indicating a statistically significant difference between the pretest and posttest scores. The average N-gain scores were 0.466 for circle circumference and 0.552 for circle area, both categorized as moderate. Furthermore, Cohen’s d values of 2.541 and 4.445 indicated strong practical effects. The santri also demonstrated highly positive responses toward the learning process, while the implementation of learning activities and santri participation were categorized as very good. These findings suggest that MPSCL is an effective instructional approach for enhancing geometry problem-solving ability among santri and supporting meaningful mathematics learning in Islamic boarding school settings.

Functional and Radiological Outcomes of Closed Ankle Fractures Managed Non-Operatively Among Adults at Mulago National Referral Hospital Six Months Post-Injury: A Cross-Sectional Study

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Background: Non-operative management is a common approach for treating closed ankle fractures at Mulago National Referral Hospital (MNRH) due to its potential benefits, including shorter hospital stays and the absence of surgical risks. Evaluating functional and radiological outcomes is essential for determining the success of this treatment. This study aimed to evaluate the functional and radiological outcomes of ankle fractures managed non-operatively and to identify the factors associated with these outcomes.

Methods: This cross-sectional study assessed 93 adults with ankle fractures managed non-operatively at six months post-injury at Mulago National Referral Hospital. Functional outcomes were evaluated using the AOFAS ankle-hindfoot score, while radiological outcomes included fracture union and ankle alignment parameters. Data were analyzed using STATA, and modified Poisson regression was applied to identify factors associated with functional and radiological outcomes.

Results: The mean age and standard deviation were 41+/-12 years. More females, n=49(52.7%), had ankle fractures. The commonest fracture type was Weber B n=65(69.9%)> Weber C n=16(17.2%)> Weber A n=12 (12.9%). The mean AOFAS-AH score was 82.9 ± 14.9. Patients had an AOFAS-AH score categorized as good (54.8%)>excellent (23.7%)>fair (16.1%)>poor (5.4%). Eight-six (92.5%) had radiological union, and 7(7.5%) had nonunion. 97.7% of the patients had a normal MCS, 80.2% normal TFO, 50% normal TCA, and 13.9% normal TFCS. Significant predictors of poor functional outcomes included being HIV-positive, Weber B fractures, and Weber C fractures. Predictors of good functional outcomes included receiving physiotherapy and initiating weight bearing at 4-6 weeks or after 6 weeks

Conclusion: The majority of participants achieved radiological union, though all united fractures resulted in malunion. Worse functional outcomes were associated with Weber classifications B and C, as well as HIV-positive status.

The Effects of Mind Mapping on English Paragraph Writing among Vietnamese High School Students

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Writing English paragraphs remains a challenge for many EFL high school students, particularly in organizing ideas, developing relevant content, and producing coherent written texts. Mind mapping has been suggested as a useful pre-writing technique because it helps learners generate ideas visually and arrange them before drafting. This study investigated the effectiveness of mind mapping on Grade 10 students’ English paragraph writing at a high school in Hai Phong, Vietnam. A quasi-experimental research design was employed with 77 Grade 10 students from two intact classes. The experimental group consisted of 37 students who were taught paragraph writing through mind mapping, while the control group included 40 students who received conventional writing instruction. Data were collected through a pre-test, progress test, post-test, and a questionnaire. The writing tests were assessed according to five criteria: content, grammar, mechanics, organization, and vocabulary. The findings showed that the experimental group improved more clearly than the control group, especially in organization, content, mechanics, and total writing scores. Questionnaire results also revealed that students generally perceived mind mapping as simple, visually interesting, and useful for generating and organizing ideas. However, some students reported challenges related to time management, selecting relevant ideas, and converting keywords into complete sentences. The study suggests that mind mapping can be an effective pre-writing technique for improving English paragraph writing when implemented with appropriate teacher guidance.​

Economic Aspects of the Essence of Sustainable Marketing

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Sustainable marketing is a strategic approach that combines the economic objectives of businesses with responsibility towards society and the environment. It promotes long-term value creation through ethical business practices, efficient resource management, and the development of trust between companies and consumers. In the context of the modern economy, sustainable marketing has become an essential factor for competitiveness, innovation, and sustainable development. By integrating ecological and social considerations into marketing strategies, organizations can improve their public image, strengthen customer loyalty, and contribute positively to society and the environment.

English Major Students’ Perceptions of the Effectiveness and Usability of ChatGPT in Learning English Writing Skills

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The rapid development of artificial intelligence has created new opportunities for English language learning, particularly in the development of writing skills. In EFL contexts, ChatGPT has increasingly been used by students to generate ideas, revise drafts, improve language accuracy, and receive immediate writing support. This study investigates English major students’ perceptions of the effectiveness and usability of ChatGPT in learning English writing skills. The participants were 45 English major students from Year 1 to Year 3 at a technology university in the north of Viet Nam. A descriptive survey design was employed, and data were collected through a semi-structured questionnaire focusing on two main areas: students’ perceptions of ChatGPT’s effectiveness in supporting English writing development and their attitudes toward its general usability. The findings showed that students generally perceived ChatGPT as an effective tool for learning writing skills, particularly in generating ideas, revising drafts, improving grammar accuracy, developing vocabulary, enhancing sentence structures, understanding writing mistakes, and increasing writing confidence. In terms of usability, students reported positive attitudes toward ChatGPT because it was easy to use, convenient, fast, accessible, and useful for independent writing practice outside class. However, some concerns were also identified, including the possibility of inaccurate or unsuitable suggestions and students’ over-dependence on AI-generated support. The study concludes that ChatGPT can be a useful supplementary tool in English writing learning when used critically and ethically. It also highlights the important role of teacher guidance in helping students use ChatGPT effectively while maintaining independent thinking and responsibility for their own writing development.

 

Job Satisfaction and its Effects on The Work Performance of Elementary Teachers

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Understanding job satisfaction is key to gaining insight into how teachers engage with their roles and contribute to the learning environment. This study assessed the level of job satisfaction and its effect on the work performance of elementary teachers in the Lanuza District. It also examined the relationship between teacher demographics and job satisfaction, identified which work performance domains had the most influence, and explored whether job satisfaction correlated with performance. Using a descriptive research design, data were collected through a validated researcher-made questionnaire from 93 elementary teachers (11 males and 82 females).

Results revealed that teachers were generally “Highly Satisfied” in areas such as responsibility, interpersonal relations, and the nature of the work itself. However, satisfaction was lower in domains related to salary and advancement opportunities. Work performance was consistently rated from “Very Satisfactory” to “Outstanding” across competency domains. Despite high satisfaction levels, the study found no significant relationship between job satisfaction and performance. Additionally, none of the five work performance domains significantly predicted performance outcomes. Most demographic factors were unrelated to satisfaction, although age showed a moderate association with satisfaction in areas like interpersonal relations, working conditions, and the work itself. Similarly, the number of trainings attended was moderately linked to satisfaction in professional growth and recognition.

The study concludes that while job satisfaction is generally high among teachers, it does not directly influence work performance. Further research is recommended to explore other factors that may mediate or moderate this relationship.

Nyepi from a Cultural Ecology Perspective: Ritual Silence, Inner Transformation, and Ecological Harmony

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This study aims to analyze the meaning of silence in the observance of Nyepi (Balinese Day of Silence) and its contribution to inner transformation and ecological harmony from a cultural ecology perspective. The research employs a qualitative approach using a library research method, focusing on the analysis of concepts, values, and cultural practices embedded in Nyepi. Data were collected from relevant academic literature, books, and scholarly journals, and analyzed through a descriptive-analytical method involving interpretation and conceptual reasoning.

The findings indicate that silence in Nyepi is not merely the absence of physical activity but functions as a reflective mechanism that promotes inner transformation through self-restraint and the development of ecological awareness. This collective practice also generates tangible environmental impacts, such as reduced emissions and decreased ecological pressure, thereby creating temporary ecological harmony. The novelty of this study lies in emphasizing Nyepi as a form of local wisdom that is not only symbolic but also operational in maintaining environmental balance. Therefore, Nyepi can be understood as an integrative model that connects spiritual, social, and ecological dimensions, offering relevant insights for addressing contemporary environmental sustainability challenges.

The Mediating Role of Self-Regulation in the Relationship Between Social Media Addiction and Loneliness

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The rapid expansion of digital technologies and social networks has significantly influenced students’ cognitive processes and social interactions. Although social networks facilitate communication, learning, and information sharing, excessive use may contribute to increased loneliness and diminished self-control. This study examined the mediating role of self-regulation in the relationship between social media addiction and loneliness among Afghan students. A quantitative, correlational design was employed, involving 181 randomly selected students from the Faculty of Special Education. Data were collected using the Shahin Social Media Addiction Questionnaire, the UCLA Loneliness Scale by Daniel Russell, and the Bofard Self-Regulation

Questionnaire. Analyses were conducted using IBM SPSS Statistics version 27 and the PROCESS Macro plugin. Descriptive statistics, Spearman’s correlation, regression, and mediation analysis (Model 4 of PROCESS with the bootstrap method) were utilized. Findings indicated that social media addiction was associated with higher levels of loneliness (β = 0.285, p < 0.001) and lower self-regulation (β = -0.314, p < 0.001). Additionally, self-regulation was negatively associated with loneliness (β = -0.278, p < 0.001). Mediation analysis revealed that self-regulation partially mediated the relationship between social media addiction and loneliness (Effect = 0.049, BootCI [0.018, 0.088]). These results suggest that interventions aimed at enhancing self-regulation skills may mitigate the adverse effects of excessive social media use and reduce loneliness among students.

Causal Factors of Verbal Bullying and Its Impact on Chronic Stress Among Upper Secondary School Students

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This study analyzes the causal factors of verbal bullying and its impact on chronic stress among upper secondary school students. The research was conducted using documentary research methods, synthesizing data from academic articles and reports from relevant organizations, including UNICEF, the World Health Organization (WHO), and the Department of Mental Health.The findings indicate that the causes of verbal bullying fall into three main areas: 1) Individual factors, such as deficits in emotional regulation and impulse control; 2) Social factors, including peer pressure and school cultural norms; and 3) Digital factors, stemming from inappropriate communication on social media platforms. Verbal bullying directly affects the mental well-being of victims, leading to chronic stress, anxiety, and diminished self-esteem, which can escalate into long-term depression. Therefore, addressing verbal bullying requires collaboration among schools, families, and online communities to foster a safe environment for students.