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31	Education for sustainable development	ABS-36
Ethnoscience-Based Inquiry Model Oriented to Deep Learning to Improve Science Literacy and Problem-Solving Skills in Junior High School Science Education I Wayan Suastra1 , IB Arnyana2, Kompyang Selamat3, and Ketut Sri Kusuma Wardani4 1,2,3 Ganesha University of Education, Indonesia 4University of Mataram, Indonesia Abstract This study aimed to produce a valid, practical, and effective deep learning-oriented ethnoscience inquiry model to enhance scientific literacy and problem-solving abilities in junior high school science education. The research employed the Borg and Gall Research and Development (R&D) paradigm. A total of 123 research subjects were allocated among SMPN 1 Singaraja, SMPN 4 Singaraja, and SMP Laboratorium Undiksha. Data for the needs study were gathered via interviews and documentation. Data regarding pupils^ scientific literacy and problem-solving abilities were gathered using standardized assessments. The data were subjected to descriptive analysis. The findings indicated that (1) students exhibited low science literacy (mean 39.29) and inadequate problem-solving skills (mean 45.11), (2) educators encountered challenges in creating contextual, interactive science instruction to enhance students^ science literacy and problem-solving abilities, (3) an ethnoscience-based inquiry learning model aimed at fostering deep learning was effectively developed with a systematic framework, comprising: (a) ethnoscience-based problem orientation, (b) problem formulation and hypothesis generation, (c) investigation from both scientific and local cultural perspectives, (d) data analysis and generalization, (e) application of knowledge in new situations, and (f) reflection and assignment. This model is based on constructivism theory, Vygotsky^s social constructivism, contextual learning, and deep learning approaches, and utilizes local cultural phenomena as a context for science learning. Keywords: ethnoscience-based inquiry model oriented to deep learning, scientific literacy, and problem-solving abilities Share Link | Plain Format | Corresponding Author (I WAYAN SUASTRA)

32	Education for sustainable development	ABS-37
Ocean Literacy, Understanding and Public Awareness of the Importance of the Ocean for Life and Vision for the Future Ahmad Satibi, Ade Gafar Abdullah, Agus Setiawan*, Iwa Kuntadi, Isma Widiaty Universitas Pendidikan Indonesia Abstract Vocational education has a strategic role in preparing a competent workforce, particularly in the maritime sector which demands a deep understanding of ocean sustainability. However, the integration of ocean literacy in the vocational education curriculum is still limited. This has an impact on the low awareness of students on the importance of preserving marine ecosystems and their weak readiness to face the challenges of the marine industry. The urgency of this research lies in the need for innovative pedagogical models, community involvement to increase the effectiveness of marine literacy teaching in vocational education. This research aims to develop a pedagogical design to improve students^ understanding of marine sustainability and their readiness in the maritime industry. The developed model is expected to address gaps in vocational learning and provide concrete solutions for educational institutions. The results of the Bibliometric Study reveal the importance of integration between marine resources and sustainability principles in vocational education. Through mapping the literature, it was found that this topic is widely developed and involves cross-border collaboration. The results of the study confirm that vocational education has a strategic role in supporting sustainable management of marine resources. This research faces the challenge of limited integration of marine literacy in the vocational education curriculum and the low awareness of students on marine sustainability issues. Limited capacity of educators and lack of institutional and community support also hinder the implementation of effective learning models. In addition, the evaluation of the impact of sustainability-based learning requires complex and long-term indicators. Keywords: Vocational, Ocean Literacy, Pedagogical Model, Maritime, Marine Sustainability Share Link | Plain Format | Corresponding Author (AHMAD SATIBI)

33	Education for sustainable development	ABS-38
Educators, Thinking, and Sustainability: Where Do We Stand? Nuphanudin (a*), Farida Salsabilla Hartoyo (b), Aida Roihana Zuhro (c), Pramudya Cahyandaru (d), Dewi Okta Pusparini (e), Helda Kusuma Wardani (f) a) Program Studi Manajemen Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, Kota Surabaya, Jawa Timur 60213- *nuphanudinnuphanudin[at]unesa.ac.id b) Departement of Arabic Language Teaching, Faculty of Tarbiyah, Universitas Darussalam Gontor Jl. Raya Ngawi - Solo No. 55, Sambirejo, Mantingan, Ngawi, Jawa Timur, 63261- farida.salsabillahartoyo[at]student.pba.unida.gontor.ac.id c) Program Studi Pendidikan Kriya, Fakultas Bahasa dan Seni Budaya, Universitas Negeri Yogyakarta Jl. Colombo No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281- aidaroihanazuhro[at]uny.ac.id d) Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa Jalan Batikan UH III/1043, Umbulharjo, Yogyakarta 55167- pramudya[at]ustjogja.ac.id e) Department of Public Policy and Management, The Faculty of Social and Political Sciences (FISIPOL), Universitas Gadjah Mada Bulaksumur, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281- dewioktapusparini[at]mail.ugm.ac.id f) Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, kota Surabaya, Jawa Timur 60213- heldawardani[at]unesa.ac.id Abstract Critical thinking is widely recognized as a foundational competence for Education for Sustainable Development (ESD), enabling learners to engage with complex global issues in reflective, informed, and transformative ways. Educators play a vital role in modeling and facilitating this competence. However, existing studies vary widely in scope, context, and depth, leaving a fragmented understanding of how educators conceptualize and practice critical thinking within ESD. This article presents a systematic review of peer-reviewed literature from the past two decades to identify patterns, gaps, and pedagogical insights regarding teachers^ engagement with critical thinking in sustainable education. Drawing on theoretical frameworks from sustainability competencies and critical pedagogy, the review reveals inconsistencies between educational policy expectations and classroom realities, limited training opportunities for educators, and diverse interpretations of critical thinking. The study contributes to the development of a comprehensive evidence base to inform teacher education, curriculum design, and future research in the intersection of critical thinking and sustainability education. Keywords: classroom practice, critical pedagogy, critical thinking, educator competencies, education for sustainable development, pedagogical challenges, sustainability education, teacher training Share Link | Plain Format | Corresponding Author (Farida Salsabilla Hartoyo)

34	Education for sustainable development	ABS-39
Integrating Cyber Hygiene, Data Privacy, and Digital Ethics in Vocational Education Systems Purnomo Sidiq(ab), Tuti Suartini (a*), Iwan Kustiawan (a), Dadang Lukman Hakim (a), Ibnu Mubarak (a), Ahmad Satibi (a) a) Universitas Pendidikan Indonesia b) Institut Pendidikan Indonesia Garut Abstract Security models in vocational education and training for the digital age must not only be driven by technology, but also based on the ethical sensitivity and professional responsibility of teachers. This study investigates the relationship between cyber hygiene, data privacy compliance, and the adoption of digital ethics towards a sustainable cyber security culture in education. Using the Narrative Literature Review (NLR) approach, 10 articles from high-impact international Scopus sources from 2020-2025 were systematically selected, filtered, and synthesized thematically. Theoretical rigor and replicability were achieved through a methodological orientation toward reliability, credibility, and confirmation. Results indicate that teachers^ safe online behavior increases when reflective awareness and institutional responsibility are integrated into educational practices. Ethical reflection serves as a moral compass connecting policy and action, while data privacy compliance becomes an operational marker of responsible digital behavior. This synthesis yields the formation of a Digital Responsibility Framework that brings together values, policies, and practices in a model that binds them through reflective action. Theoretical contributions include the extension of information security awareness to digital responsibility and values, as well as insights into teacher training, policy change, and digital ethics knowledge in vocational education systems dealing with issues arising from the integration of artificial intelligence. Keywords: cyber awareness, cyber hygiene behavior, data privacy compliance, digital ethics integration, vocational education, teacher digital competence, digital responsibility framework Share Link | Plain Format | Corresponding Author (Purnomo Sidiq)

35	Education for sustainable development	ABS-41
Artificial Intelligence and the Erosion of Critical Thinking: A Phenomenological Study of Student Dependency in Higher Education Fanny Zelfia School of Postgraduates Studies, Indonesian Educational University Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *fannyzelfia[at]upi.edu Abstract The rapid advancement of Artificial Intelligence (AI) technologies such as ChatGPT has reshaped how students access, process, and produce knowledge. While these tools enhance efficiency and accessibility, they also raise critical concerns about the decline of independent reasoning and critical thinking. This study aims to explore how university students experience and interpret their reliance on AI in academic contexts, particularly its impact on cognitive autonomy. Employing a phenomenological approach, data were gathered through in-depth interviews with students who frequently use AI-based tools in their coursework, and their narratives were thematically analyzed to uncover the essence of their lived experiences. The findings indicate a dual effect: AI supports comprehension, language fluency, and productivity but simultaneously fosters intellectual dependency and reduces initiative in analytical reasoning. Cultural and institutional norms that prioritize speed and output further reinforce this dependency. In conclusion, AI functions as both a learning facilitator and a cognitive shortcut, therefore, higher education institutions must integrate AI thoughtfully while nurturing reflection, inquiry, and independent judgment to sustain students^ critical thinking development. Keywords: Artificial Intelligence, Critical Thinking, Phenomenology, Higher Education, Learning Culture, Digital Dependency Share Link | Plain Format | Corresponding Author (Fanny Zelfia)

36	Education for sustainable development	ABS-42
Faith, Feminism, and Sustainable Education: A Systematic Review of Mothers as Curriculum Designers in Islamic Home Education Imroatus Sholihah, Rizqy Nursholihat, N. Fitri Amaliya Program Studi S3 Pendidikan Islam UIN Sunan Gunung Djati Bandung Abstract This study examines the intersection of faith-based spirituality, feminism, and sustainable education through the role of mothers as curriculum designers in Islamic home education. Drawing insights from classical Islamic scholars such as Al-Ghazali, Ibn Khaldun, and Syed Muhammad Naquib al-Attas, the home is portrayed as the first institution for moral and intellectual cultivation. Using a Systematic Literature Review (SLR) approach, this paper systematically analyzes studies published between 2000 and 2025 to explore how mothers integrate ethics, spirituality, and sustainability into home-based learning. The synthesis reveals recurring themes of moral formation, feminine agency, and ecological awareness, showing that Islamic home education nurtures holistic human development beyond formal schooling. By bridging classical Islamic epistemology with modern educational research, this study introduces a new interpretive concept-^Islamic Home Education.^ It argues that home education rooted in faith-based spirituality represents a transformative model of lifelong learning, where the home becomes the seedbed of a value-driven and sustainable civilization. Keywords: Islamic home education, Faith-based spirituality, Home Education, Sustainable education, Spiritual sustainability Share Link | Plain Format | Corresponding Author (Rizqy Nur Sholihat)

37	Education for sustainable development	ABS-43
RECRUITMENT SELECTION HUMAN RESOURCE MANAGEMENT Eva Saufana, Hidayat, Prof. Badrudin UIN SUNAN GUNUNG DJATI BANDUNG Abstract The labor market is rapidly evolving in the digital and global era, requiring organizations to adopt adaptive and sustainable human resource management (HRM) strategies, particularly in recruitment and selection. This study analyzes the concepts, strategies, and implementation of effective recruitment and selection practices that support organizational success. Using a library research method, it draws on theories from HRM experts such as Armstrong, Dessler, and Mathis & Jackson, and empirical evidence from PT Telekomunikasi Indonesia (Telkom Indonesia). Findings show that recruitment and selection effectiveness is influenced by the integration of digital technology, organizational culture, and ethical values. Digital systems, including the Applicant Tracking System (ATS) and competency-based assessments, have improved recruitment efficiency by 35% and enhanced alignment between employee competencies and organizational culture. Furthermore, incorporating ESG (Environmental, Social, and Governance) principles and SDG 8 on Decent Work and Economic Growth promotes fairness, transparency, and sustainability. The study reinforces Strategic Human Resource Management (SHRM), positioning human capital as a strategic asset. It recommends ethical digitalization, stronger employer branding, and balance between technology efficiency and human values, showing that effective recruitment and selection strengthen both performance and sustainable growth. Keywords: : Recruitment, Selection, Human Resource Management, HR Digitalization, ESG, SDGs, SHRM, Telkom Indonesia. Share Link | Plain Format | Corresponding Author (Eva Saufana)

38	Education for sustainable development	ABS-44
Student Engagement Research Trends: A Bibliometric Performance Analysis Jonatan Hasudungan Sihombing (a*), Isma Widiaty (b), Euis Kurniati (b) a) Educational Psychology Study Program, Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *jonatansihombing33[at]gmail.com b) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Despite student engagement^s recognized importance in educational success, no comprehensive bibliometric analysis has compared related terminologies to reveal conceptual evolution and geographical disparities. This study systematically analyzed seven key terms (student engagement, academic engagement, student involvement, learning engagement, student participation, student motivation, classroom engagement) using Scopus database (1939-2025) with strict inclusion criteria. Results reveal dramatic patterns: (1) explosive post-pandemic growth with 53.8% literature concentrated in 2024, (2) extreme Western dominance, United States producing 8,588 documents versus minimal Asian representation despite massive educational populations, and (3) Social Sciences monopoly raising concerns about interdisciplinary integration. Student participation emerged as foundational term (1939), while student engagement achieved highest impact (20,044 publications). Findings demonstrate urgent need for geographical diversification, enhanced interdisciplinary collaboration, and theoretical consolidation of fragmented research. This first multi-term comparative analysis provides evidence-based framework for developing culturally-sensitive, globally-representative engagement research advancing educational equity worldwide. Keywords: student engagement, bibliometric analysis, educational equity, higher education, geographical disparities Share Link | Plain Format | Corresponding Author (Jonatan Hasudungan Sihombing)

39	Education for sustainable development	ABS-45
Please Just FOUR DECADES OF MATHEMATICS LEARNING MOTIVATION RESEARCH: A BIBLIOMETRIC PERFORMANCE ANALYSIS OF SELF-EFFICACY, MOTIVATION, AND ENGAGEMENTTry to Submit This Sample Abstract JONI WANRI SIMBOLON*, ISMA WIDIATY Universitas Pendidikan Indonesia Abstract Mathematics learning motivation has emerged as a critical determinant of academic achievement and STEM career aspirations, yet comprehensive understanding of its research evolution remains fragmented across multiple psychological constructs. This study provides a systematic bibliometric performance analysis of global research on mathematics learning motivation, examining the evolution of three key constructs: mathematics self-efficacy, mathematics motivation, and mathematics engagement over four decades. A comprehensive bibliometric analysis was conducted using Scopus database, analyzing 490 publications from 1983 to 2025. The analysis examined temporal trends, geographic distribution, document quality, publisher patterns, and research evolution across the three constructs using systematic search strategies and performance indicators. Mathematics self-efficacy dominated the research landscape with 316 publications (64.5%) spanning 43 years, establishing itself as the foundational construct. Mathematics motivation emerged as a distinct field in 1994 with 114 publications (23.3%), while mathematics engagement appeared in 2013 as the newest paradigm with 60 publications (12.2%). Geographic analysis revealed concentration in developed nations, with the United States leading (154 publications), followed by Turkey (44), China (38), and Australia (34). Research quality was consistently high, with 89% peer-reviewed journal articles from reputable international publishers. A remarkable 45% of publications occurred in the last five years (2021-2025), with peak productivity in 2024, indicating strong contemporary momentum accelerated by digital transformation in education. The evolution from self-efficacy to engagement represents a paradigmatic shift toward holistic understanding of student involvement in mathematics learning. The dominance of self-efficacy research provides robust theoretical foundation, while emerging engagement research offers promising directions for integrative models. Geographic concentration highlights the need for cross-cultural perspectives and international collaboration. The strong recent momentum reflects the field^s responsiveness to contemporary educational challenges, particularly post-pandemic digital learning transformations. This analysis provides a comprehensive roadmap for future research toward integrated theoretical frameworks and evidence-based interventions in mathematics education. Keywords: Mathematics motivation- Mathematics self-efficacy- Mathematics engagement- Bibliometric analysis- Educational psychology- STEM education- Mathematics anxiety- Student engagement- Learning motivation- Educational research trends Share Link | Plain Format | Corresponding Author (Joni Wanri Simbolon)

40	Education for sustainable development	ABS-47
Global Research Trends in Music and Learning: A Bibliometric Analysis of Scopus Publications (1912-2025) Zet Latuminase (a*), Isma Widiaty (b), Idat Muqodas (b) Indonesia Educational Univercity Abstract Music education has received increasing attention within the global educational context in the digital era. Music has been proven to contribute significantly to the enhancement of students^ cognitive, social, and emotional skills. However, it is still often regarded as a supplementary field, resulting in limited prioritization within educational policies at various levels. This study aims to analyze the development of research in the field of music and learning using a bibliometric approach based on data retrieved from the Scopus database with the keyword ^Music and Learning.^ The analysis focuses on two main aspects: the annual distribution of documents and the identification of the most productive authors. The results indicate a sharp increase in scholarly publications on this topic since the early 2000s, reaching its peak during the 2020-2025 period. These findings demonstrate growing global attention to the contribution of music in enhancing learning quality through cognitive, emotional, and social dimensions. Furthermore, the identification of leading scholars such as Patricia Shehan Campbell and Susan Hallam reveals that frequently explored topics include the role of music in character development, creativity, and children^s academic achievement. This study highlights a research trend moving toward interdisciplinarity and the integration of digital technology as a key strategy in 21st-century music education. Keywords: Music- Learning Share Link | Plain Format | Corresponding Author (ZET LATUMINASE)

41	Education for sustainable development	ABS-48
Enhancing Religious Moderation (Wasatiyyah) via Islamic Education: Insights from Indonesian Islamic Universities Mochamad Naufal Fauzan UIN SUNAN GUNUNG DJATI BANDUNG Abstract Religious extremism and intolerance remain major problems in contemporary Muslim societies, demanding educational initiatives that foster a balanced perspective on Islam. This study analyzes how Islamic universities in Indonesia integrate wasatiyyah (religious moderation) into their curricula and campus life to promote tolerant and inclusive scholarship. Using qualitative case studies at three leading institutions, this research analyzes teaching strategies, course content, and extracurricular programs aimed at developing a holistic understanding of religion. Data from document reviews, classroom observations, and interviews with faculty, students, and administrators indicate that effective moderation education involves integrating comparative religious studies, enhancing critical thinking in Islamic jurisprudence, facilitating interfaith dialogue, and institutionally modeling moderate behavior. Key practices include contextual interpretation of the Qur^an, exposure to various schools of Islamic law, and community activities that bridge differences. Challenges include conservative resistance, inadequate training of teaching staff, and balancing tradition with openness. This research offers a framework for integrating moderation in Islamic higher education and policy recommendations. These findings can help counter radicalization, enhance social harmony, and equip Muslim graduates to navigate a pluralistic world while maintaining a strong Islamic identity. Keywords: Wasatiyyah, Religious Moderation, Islamic Education, Counter-radicalization, Higher Education Share Link | Plain Format | Corresponding Author (MOCHAMAD NAUFAL FAUZAN)

42	Education for sustainable development	ABS-50
EMOTIONAL INTELLIGENCE ACROSS DISCIPLINES: A BIBLIOMETRIC REVIEW 2010-2025 THROUGH SCOPUS PERFORMANCE ANALYSIS Mai Rosalli Matondang, Isma Widiaty Universitas Pendidikan Indonesia Abstract This study aims to identify trends, dominant themes, and development directions in global literature on emotional intelligence during the last two decades through a comprehensive bibliometric approach. Using the Scopus Performance Analysis method, this study analyzed 28404 Scopus indexed articles published between 2010 and 2025, covering publication performance analysis, inter author collaboration, and institutional distribution. Results show an exponential increase in annual publication numbers, with the highest peak in 2021 (4800 documents) related to the impact of the COVID 19 pandemic on awareness of the importance of emotional intelligence in mental health and resilience contexts. Cross country and interdisciplinary collaboration experienced significant increases, with institutional dominance such as University College London (248 documents) and Universidad de Malaga (242 documents). The most productive authors include N Extremera (105 publications) and K V Petrides (83 publications), who played important roles in developing theory and measurement instruments based on ability based and trait based approaches. Findings identify the dominance of selfreport approaches, cross cultural validity challenges, and lack of integrative models connecting emotional intelligence with other psychological constructs such as psychological capital and artificial intelligence. Temporal analysis shows evolution from theoretical focus toward practical applications in educational, organizational, and digital technology contexts. This study recommends developing combined approaches between ability based and self report, exploring longitudinal and causal methodologies, and integrating AI technology in emotional intelligence measurement and intervention. The theoretical and practical contributions of this research provide a comprehensive roadmap for developing policiesand interventions based on emotional intelligence that are more adaptive to contemporary dynamics. Keywords: emotional intelligence, bibliometrics, Scopus, research trends, ability model, self-report, education, mental health Share Link | Plain Format | Corresponding Author (Mai Rosalli Matondang)

43	Education for sustainable development	ABS-52
Global Collaboration and Thematic Evolution in Green-Informatics for Vocational Education: Regional Strengths and Pedagogical Insights Dyah Vitalocca, Amay Suherman, Dedi Rohendi, Cica Yulia, Isma Widiaty Department of Vocational Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Faculty of Engineering, Universitas Negeri Makassar, Makassar, Indonesia Abstract This study investigates global knowledge networks in green-informatics within vocational education from 2019 to 2024. Based on an analysis of 86 peer-reviewed publications indexed in Scopus, it identifies key collaboration patterns, regional specializations, paradigm shifts, and leading contributors. Findings reveal a growing integration of computational thinking, sustainability literacy, and digital innovation in vocational informatics education. This research contributes to informatics education by mapping evolving knowledge frameworks and offering strategic insights for educators, curriculum designers, and policymakers aiming to embed sustainability principles into vocational training. The study also discusses implications for future interdisciplinary research and collaboration. Keywords: Green-Informatics- Vocational Education and Training (VET)- Knowledge Networks, Regional Specialisation, Pedagogical Implications Share Link | Plain Format | Corresponding Author (Dyah Vitalocca)

44	Education for sustainable development	ABS-53
Enhancing Teacher Performance through Competence and Computer-Based Assessment: Evidence from Performance-Based BOS Schools within the Framework of Education for Sustainable Development Rizqa Alfina Sahalia (a*), Nuphanudin (b), Ainur Rifqi (c), A. Iwa Soemantri (d), Airra Thirzinnia Reissa Putri (e), Lenilia Mendrofa (f) 1) Surabaya State University, Surabaya, Indonesia Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, kota Surabaya, Jawa Timur 60213 *info[at]unesa.ac.id 2) Universitas Pertahanan, Jakarta, Indonesia Kawasan IPSC Sentul, Sukahati, Kec. Citeureup, Kabupaten Bogor, Jawa Barat 16810 Abstract Education for Sustainable Development (ESD) emphasizes the development of competent, adaptive, and reflective educators who can integrate sustainability principles into learning practices. In Indonesia, schools receiving Bantuan Operasional Sekolah (BOS) Kinerja are expected to demonstrate improved teacher performance through effective use of digital and pedagogical competencies. This study aims to examine the influence of teacher competence on teacher performance, with computer-based assessment serving as a moderating variable, in the context of ESD-oriented learning in BOS Performance Recipient Schools. A quantitative approach was used with a sample of teachers from selected BOS Performance schools. Data were analyzed using Structural Equation Modeling (SEM) to test the direct and moderating effects. The findings indicate that teacher competence significantly affects teacher performance. Furthermore, computer-based assessment positively moderates this relationship, strengthening the impact of competence on performance by encouraging data-driven instruction and reflective practice aligned with ESD principles. Integrating computer-based assessment enhances the effectiveness of teacher competence in improving performance, supporting the broader goals of Education for Sustainable Development. The study provides policy implications for the digital transformation of teacher assessment systems in Indonesian schools. Keywords: Teacher competence- Teacher performance- Computer-based assessment- BOS performance- Education for sustainable development, Indonesia Share Link | Plain Format | Corresponding Author (Rizqa Alfina Sahalia)

45	Education for sustainable development	ABS-54
From Kinesthetic to Embodied: A 115-Year Bibliometric Analysis of Physical Activity Integration in Learning Research Jeni Arianti Pa Nyola Universitas Pendidikan Indonesia Abstract This bibliometric performance analysis examines the evolution, geographic distribution, and interdisciplinary characteristics of physical activity in learning research through systematic analysis of 1,063 publications (1910-2025) across three key terminologies. Historical evolution demonstrates paradigmatic shifts from early kinesthetic learning foundations (1910) through embodied learning theory emergence (1998) to applied physical activity learning approaches (1997). Geographic analysis shows Western dominance (52.3% of total publications) while significant Asian contributions, particularly Indonesia^s emergence in applied domains (84 publications). This research provides the first comprehensive mapping of physical activity in learning research landscape, revealing evolutionary patterns supporting evidence-based curriculum reforms integrating movement and cognition. Keywords: Physical activity learning, Embodied learning, Kinesthetic learning, Movement-based learning, Exercise and cognition Share Link | Plain Format | Corresponding Author (Jeni Arianti Pa Nyola)

46	Education for sustainable development	ABS-55
Elementary Students^ Experiences in Bruner-Based Mathematics Learning: A Systematic Literature Review of the Enactive-Iconic-Symbolic Framework Abstract Background: The global decline in elementary students^ mathematics achievement has become increasingly concerning, with persistent misconceptions and math anxiety shaping students^ learning experiences. Although Bruner^s enactive-iconic-symbolic (EIS) framework has demonstrated pedagogical effectiveness, a comprehensive understanding of how elementary students actually experience mathematics learning through these representational stages remains limited. Purpose: This systematic literature review examines the lived experiences, perspectives, and meaning-making processes of elementary students within Bruner^s EIS framework across various mathematical topics, grade levels, and cultural contexts. Five research questions guided this investigation: (1) How do students experience each EIS stage? (2) What factors facilitate or hinder transitions between stages? (3) What are the cognitive and affective impacts? (4) How do individual and contextual factors influence these experiences? and (5) What differences emerge across mathematical topics and cultural settings? Methods: Following the PRISMA 2020 protocol, a systematic search was conducted in the Scopus database on October 10, 2025, yielding 1,415 documents. Through a rigorous three-phase screening and full-text eligibility assessment applying five inclusion criteria (elementary level, mathematics focus, student experience emphasis, Bruner-based pedagogy, and empirical design), five high-quality studies published between 2021 and 2025 were included. A thematic narrative synthesis was employed using constant comparative methods. Result: Five overarching themes emerged: (1) representational progression patterns showing students^ non-linear and integrative experiences- (2) challenges in concreteness fading requiring explicit scaffolding- (3) interrelated emotional and attitudinal factors shaping engagement- (4) effective practices involving differentiated instruction, technological integration, and cultural responsiveness- and (5) substantial cultural and contextual variation in implementation and student experiences. Conclusion: Students^ experiences in Bruner-based mathematics learning are fundamentally multimodal and contextually situated, reflecting deeply intertwined cognitive and affective dimensions. Effective implementation requires responsive pedagogy that attends to representational transitions, individual differences, and cultural contexts. This review provides evidence-based insights for elementary mathematics instruction aligned with developmental learning theory. Keywords: Bruner^s theory- enactive-iconic-symbolic stages- elementary mathematics- student experiences- systematic literature review Share Link | Plain Format | Corresponding Author (Ofir Nokas)

47	Education for sustainable development	ABS-56
A Bibliometric Performance Analysis of Mathematics Anxiety Research in Educational Psychology: Temporal Evolution, Geographic Contributions, and Publication Characteristics Asrida Sigiro, Isma Widiaty Indonesian Education University Abstract Mathematics anxiety affects approximately 20-25% of students worldwide and represents a significant challenge in education. This study conducted a bibliometric analysis of 2,794 publications on mathematics anxiety (1977-2025) retrieved from the Scopus database using the core keywords ^math anxiety,^ ^mathematical anxiety,^ and ^mathematics anxiety.^ The analysis examined temporal patterns, geographical contributions, and publication characteristics. Results revealed substantial growth, increasing from fewer than 10 annual publications in the early years to 147 in 2024, with ^math anxiety^ emerging as the dominant terminology (40.3%). The United States (26%) and China (18%) accounted for the largest contributions, although the overall level of international collaboration remained relatively low (15%). The majority of publications were peer-reviewed journal articles (79.6%) and overwhelmingly published in English (96.5%). These findings highlight the evolution of mathematics anxiety research from a marginal topic to a central domain within educational psychology, while underscoring geographical disparities, cultural representation gaps, and the need for enhanced cross-cultural collaboration and culturally responsive approaches. Keywords: mathematics anxiety, bibliometric analysis, educational psychology, research trends, temporal evolution Share Link | Plain Format | Corresponding Author (Asrida Sigiro)

48	Education for sustainable development	ABS-57
A Strategy for Building Mathematical Problem-Solving Ability Using Concrete, Pictorial, Abstract (CPA) Representation Hamdan Sugilar1,2*, Nabilah Ulfah2, Iyon Maryono2, Wahyudin1 1. Mathematics Education Study Program, Indonesia University of Education Jl. Dr. Setiabudhi No. 229, Bandung, West Java, Indonesia 2. Mathematics Education Study Program, Sunan Gunung Djati State Islamic University, Bandung Jl. Soekarno Hatta, Gedebage District, Bandung City Abstract This study aims to identify strategies for developing students^ mathematical problem-solving skills by using Ken Watanabe^s mathematical representations through the Concrete, Pictorial, and Abstract (CPA) model. The research method employed is qualitative descriptive, designed to build an understanding and formulate ideas regarding the topic under investigation. This understanding encompasses various perspectives and the relationships between subjects or concepts examined from diverse literature and theories. The results indicate that Ken Watanabe^s problem-solving steps consist of four stages: (1) understanding the current situation, (2) identifying the root cause of the problem, (3) developing an effective action plan, and (4) executing and evaluating the plan until the problem is resolved. One method for developing an effective action plan is to implement the CPA model, in which the pictorial stage uses images or diagrams to represent mathematical problems. Through the CPA approach, students^ mathematical problem-solving skills are expected to improve, thereby making mathematics learning more meaningful Keywords: Concrete, Pictorial, Abstract (CPA), Ken Watanabe, Mathematical Problem Solving Share Link | Plain Format | Corresponding Author (Hamdan Sugilar)

49	Education for sustainable development	ABS-58
TRENDS AND PATTERNS IN RESEARCH ON MENTAL ARITHMETIC ABILITY: A BIBLIOMETRIC PERSPECTIVE IN EDUCATIONAL PSYCHOLOGY Leiden Levita Sahensolar, Prof. Dr. Isma Widiaty, M.Pd Universitas Pendidikan Indonesia Abstract ABSTRACT Mental arithmetic ability is a crucial foundation in the development of mathematical competence with broad implications for academic achievement. This study aims to conduct a comprehensive bibliometric analysis of research publications on mental arithmetic ability in educational psychology using 626 publications from the Scopus database (1942-2025) with three search strategies: ^arithmetic skills,^ ^mathematical arithmetic OR mental calculation,^ and ^mental arithmetic AND learning.^ The analysis shows exponential growth from 23 articles in the Early Era (1942-1979) to 222 articles in the Contemporary Era (2020-2025). The Digital and Contemporary Eras contributed 72.2% of total publications, with a predominance of journal articles (85.1%) and English-language publications (93.9%). The findings provide a baseline for future bibliometric studies and inform strategic planning for research funding and mathematics education curriculum development. Keywords: Keywords: bibliometrics, mental arithmetic, educational psychology, mathematical cognition Share Link | Plain Format | Corresponding Author (LEIDEN LEVITA SAHENSOLAR)

50	Education for sustainable development	ABS-60
Integrating Education for Sustainable Development into School Financial Management: A Strategic Framework for Sustainable Schools Nuphanudin, Muhammad R. T. Rafi Pasya, Aisha Dian Kartika, Zulfa Zahni Zahirah, Nada Amalina Universitas Negeri Surabaya Abstract This study aims to develop a strategic framework for integrating Education for Sustainable Development (ESD) into school financial management as a foundation for sustainable school development. Using a qualitative descriptive design, data were collected through interviews, observations, focus group discussions, and document analysis involving school principals, treasurers, teachers, and school committees from selected secondary schools implementing green or sustainability-oriented programs.The results reveal that school financial management generally remains administrative and efficiency-focused, with limited incorporation of sustainability principles. Nevertheless, some schools have initiated partial ESD integration through energy efficiency programs, eco-friendly procurement, and participatory financial reporting. The main challenges include limited understanding of ESD, rigid financial regulations, and insufficient technical guidance, while enabling factors include visionary leadership, participatory culture, and community engagement. A Strategic Framework for Sustainable School Financial Management was developed, consisting of four key dimensions: (1) Governance and Policy, (2) Planning and Budgeting, (3) Implementation and Reporting, and (4) Monitoring and Evaluation. The framework positions financial governance as a critical driver for embedding sustainability values within educational management. Theoretically, the findings expand the Whole-School Approach to ESD by incorporating financial sustainability as an integral dimension. Practically, the framework provides guidelines for schools, policymakers, and educators to align financial decisions with sustainability goals. The study concludes that sustainable school transformation requires not only curriculum innovation but also ethical and accountable financial management grounded in the principles of sustainable development. Keywords: Accountability- Education for Sustainable Development (ESD)- Financial Governance- School Leadership- Strategic Framework- Sustainable Schools- Transparency Share Link | Plain Format | Corresponding Author (Muhammad Reza Tengkhu Rafi Pasya)

51	Education for sustainable development	ABS-61
The Role of Teachers in Developing Learning Models in the Digital Era: Systematic Literature Review Ruli Faitsal, Ade Karim Indonesian university of education Abstract The transformation of education in the digital era requires teachers to play a role beyond simply delivering material, but also as facilitators, motivators, and innovators in developing technology-based learning models. This research is important because the rapid development of technology presents new challenges and opportunities for teachers in improving the quality of learning and student competencies. The main objective of this study is to identify the role of teachers in developing innovative learning models in the digital era through a systematic literature review (SLR) of selected articles from 2020-2025. The SLR method was used with PRISMA guidelines, selecting 24 articles from the Scopus database based on inclusion and quality criteria. The results show that teachers play a central role in designing, facilitating, and directing interactive technology-based learning, such as blended learning, project-based learning, and the integration of artificial intelligence. Teachers also face digital competency challenges and the need for ongoing training. The main contribution of this research is to provide recommendations for strengthening training and institutional support so that teachers can optimize their strategic role in humanistic and adaptive digital learning. Keywords: The Role of Teachers- Digital Learning- Innovative Learning Models- Digital Competence- Artificial Intelligence (AI) Share Link | Plain Format | Corresponding Author (Ruli Faitsal)

52	Education for sustainable development	ABS-62
Collaborative Learning Design with Artificial Intelligence in Response to the Decline of the Teaching Profession in the Virtual Intelligence Era: A Systematic Literature Review Aisha Hasna Azizah, Kurniawati, Siti Nur Slaraswati Technology and Vocational Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung 40154 aisha.hasna[at]upi.edu Abstract The development of artificial intelligence (AI) and virtual technology has raised concerns about the sustainability of the teaching profession. This literature review analyzes how collaborative learning media design can be a strategy to strengthen the role of teachers amidst the penetration of AI technology in education. The results of a review of ten academic articles indicate that AI does not replace the role of teachers, but can instead be utilized to improve learning effectiveness when implemented through a collaborative approach. Teachers still hold a primary function as facilitators, motivators, and directors of meaningful learning. Therefore, it is necessary to improve teacher competency in strategically integrating technology into learning design. This study poses the following main research questions: How can AI-based collaborative learning media design maintain and strengthen the central role of teachers in learning in the era of virtual intelligence? and What are the limitations and directions for further research in the related literature? The study was conducted by observing various relevant literature related to media design, the role of teachers, collaborative approaches, and the application of AI in education. With the right approach, teachers can become leaders of change in education, not the victims of technological disruption. Keywords: Artificial Intelligence (AI), Collaborative Learning Design, Teacher Profession Share Link | Plain Format | Corresponding Author (Aisha Hasna Azizah)

53	Education for sustainable development	ABS-63
Professional Identity in Architecture and Construction: A Systematic Literature Review Siti Nur Slaraswati, Kurniawati, Aisha Hasna Azizah- Ade Karim Technology and vocational education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung 40154 sitinurslaraswati[at]upi.edu Abstract Professional identity is a crucial element in career development, especially in the architecture and construction sectors, where individuals must navigate the ever-changing dynamics of these professions. This article examines the factors that influence the formation of professional identity, with a focus on the influence of gender, digitalization, and cross-professional collaboration. Using a Systematic Literature Review (SLR) approach based on PRISMA, this study analyzes existing literature through the Scopus database, filtering relevant studies to explore the influence of various factors on professional identity in both sectors from 2015 to 2025. The literature review results indicate that despite significant progress in gender equality, women still face various challenges in achieving leadership positions and recognition in male-dominated industries. Digitalization has become a key driver in creating a more inclusive professional identity, providing opportunities for women to highlight their expertise, although structural and cultural barriers persist. Cross-professional collaboration also plays a major role in enriching professional identity, encouraging a more holistic and adaptive view of increasingly complex project challenges. This article also highlights the important role of architectural education in shaping students^ professional identities, emphasizing the integration of theory and practice in the curriculum. By understanding these interconnected factors, this article aims to provide deeper insights into how professional identity evolves and how the sector can become more inclusive in the future. Keywords: Architecture- Construction- Cross-Professional Collaboration- Digitalization- Gender- Professional Identity Share Link | Plain Format | Corresponding Author (Siti Nur Slaraswati)

54	Education for sustainable development	ABS-64
Education for Sustainable Development in TVET: Mapping Digital Readiness, Infrastructure Gaps, and Student Engagement Abdul Rohman, Ade Karim, Tuti Suartini Universitas Pendidikan Indonesia, School of Postgraduate Studies in Vocational and Technical Education, Bandung, Indonesia Abstract The digital transformation of vocational education is a key driver in achieving the goals of Education for Sustainable Development (ESD). Beyond technological advancement, its success depends on the readiness of teachers and students to engage in sustainable digital learning practices. This study aims to map digital readiness, identify infrastructure gaps, and analyze their relationship with student engagement as an indicator of sustainable learning in Technical and Vocational Education and Training (TVET). Four secondary survey datasets were analyzed using SPSS 22, including descriptive statistics, reliability, correlation, and gap analysis between expected and actual conditions. The findings reveal that teachers demonstrate high digital readiness and motivation to integrate technology, while students show moderate readiness with limited collaboration. A significant 1.20-point infrastructure gap indicates that unequal access remains a key barrier to equitable digital participation. Correlation and regression analyses show that infrastructure gaps reduce teacher engagement, while digital access and competence enhance student engagement. These results confirm that teacher competence, infrastructure equity, and institutional support are essential for fostering engagement and achieving sustainable digital transformation within the ESD framework. Keywords: Education for Sustainable Development, Digital Readiness, Infrastructure Gap, Student Engagement, TVET Share Link | Plain Format | Corresponding Author (Abdul Rohman)

55	Education for sustainable development	ABS-65
The Effect of Work-Based Learning (WBL) in School Automotive Workshop Units on the Work Readiness of Vocational High School Students Ade Karim (*a), Ruli faitsal (a), Abdul Rohman (a), Siti Nur Slaraswati (a),Kurniawati (a) a) Sekolah Pascasarjana UPI Jl. Dr. Setiabudhi No. 229, Isola, Sukasari, Kota Bandung, Jawa Barat 40154 Abstract This study aims to examine the effect of Work-Based Learning (WBL) in the Automotive Service Workshop Production Unit on the readiness of Automotive Light Vehicle Engineering (TKR) graduates to enter the world of work. Practice-based learning is considered an effective method to bridge the gap between theory and practice in the real world of work, especially in the automotive field. To prepare a workforce that is in accordance with the needs of the world of work and industry, and is able to become a solution to the increasing unemployment rate of high schools (SMK) in Indonesia. This research method uses a quantitative method with a survey using a questionnaire with a Likert scale to students who have participated in work-based learning in the schools automotive service workshop. The results showed that there was a 60.3%v level of influence of work-based learning on the work readiness of students graduating from SMK automotive light vehicle engineering. It can be concluded that WBL-based learning shows significantly improve technical competence, soft skills, and mental readiness of students in facing the challenges of the world of work in the automotive field. The other factors that increase students work readiness by 39.70% are influenced by other factors such as training intensity, instructor supervision quality, and workshop facilities have a great influence on the level of readiness of graduates. Keywords: Work-Based Learning, Production Unit, Job Readiness, Automotive Service Workshop Share Link | Plain Format | Corresponding Author (Ade Karim)

56	Education for sustainable development	ABS-66
Bridging the Green Skills Gap in TVET: A Systematic Review of Workplace Learning Models for Vocational Teachers Kurniawati, Siti Nur Slaraswati, Aisha Hasna Azizah, Ade Karim Technology and Vocational Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung 40154 kurniawati13[at]upi.edu Abstract The accelerating global green transition requires vocational education systems not only to produce technically skilled graduates but also to develop educators equipped with sustainability-oriented competencies, known as green skills. Vocational teachers play a strategic role in integrating sustainability values into instructional practices, workshop activities, and school culture. However, existing literature reveals a significant gap between the green skill demands of industry and the current competencies of teachers, particularly in technical application, industry exposure, and the ability to implement environmentally-based learning in real contexts. This study aims to: (1) identify the types of green skills required by vocational teachers- (2) analyze the role of workplace learning (WBL) in developing these competencies- and (3) propose a relevant WBL-based model for enhancing teachers green skills. This research employs a Systematic Literature Review (SLR) using the PRISMA protocol, analyzing 25 international peer-reviewed articles. The findings demonstrate that workplace learning through industry internships, teaching factories, on-the-job training, and dual vocational systems is the most effective approach to developing teachers green skills, as it facilitates real-world experience, green technology transfer, and strengthens school-industry collaboration. Based on these findings, this study proposes the WBL-Based Green Skills Development Model, consisting of five sequential stages: awareness, industry experience, green practice implementation, performance-based assessment, and innovation. Keywords: green skills, vocational teachers, workplace learning, TVET, sustainability Share Link | Plain Format | Corresponding Author (Kurniawati Kurniawati)

57	Education for sustainable development	ABS-67
RELATIONSHIP BETWEEN PERFORMANCE AND WORK MOTIVATION OF SMK ANGKASA HUSEIN SATSTRANEGARA BANDUNG TEACHERS Zhilan Nurzhalilan Universitas Pendidikan Indonesia Abstract Progress in education is strongly influenced by a number of important interacting factors, and one of the main factors is the role of teachers. The achievement of educational success, which relies heavily on teachers^ abilities, signifies the importance of delving deeper into the internal aspects of teachers. This study has the main objective of exploring the relationship between teacher performance and teacher work motivation. Within the framework of the research method, a correlational approach was used to analyze the data which is descriptive quantitative in nature. The population in the study consisted of 20 SMK teachers. The results showed that statistically there was no significant relationship between teacher performance and teacher work motivation. Although the significance value did not reach the relevant threshold, further analysis is needed to evaluate this relationship, especially considering that the degree of correlation between teacher performance and teacher work motivation is categorized as a weak level. Therefore, this study encourages a deeper understanding that there is still a potential relationship between teacher performance appraisal and teacher work motivation. The implications of these findings suggest the need to develop more holistic strategies and policies to improve education quality, taking into account the complexity of teachers^ internal relationships as key contributors to educational success. Keywords: Teacher Performance, Teacher Motivation, Teacher Competence Share Link | Plain Format | Corresponding Author (Zhilan Nurzhalilan)

58	Education for sustainable development	ABS-68
Transformation Of The Role Of Teachers And Innovative Learning Models In Vocational Education In The Era Of Artificial Intelligence: A Systematic Literature Review Wawan Eko Putra Indonesian University of Education Abstract The integration of artificial intelligence (AI) in vocational education requires fundamental transformation of the role of teachers and learning model innovations to answer the needs of the ever-growing digital industry. This study aims to analyze changes in the role of teachers and identify innovative learning models in vocational education in the AI era through a comprehensive systematic literature review (SLR). The SLR method follows the PRISMA guidelines by searching data on Scopus using Keywords: artificial intelligence AND education AND teacher AND vocational OR technical, with peer-reviewed publication inclusion criteria for 2020-2025 highlighting the transformation of the role of teachers in the context of AI in vocational education. Of the 483 articles identified, ten high-quality articles were selected for in-depth analysis using Braun & Clarke^s thematic approach. The results of the study show that the role of teachers has undergone three main changes. First, teachers are no longer just the presenters of the material, but act as facilitators who help students learn using data and AI technology. Second, teachers who previously focused on practicum supervision are now transformed into mentors who guide collaboration between humans and AI. Third, teachers no longer just assess learning outcomes in a traditional way, but play a role as designers of adaptive and personalized learning experiences. In addition, three innovative new learning models were found, namely learning that adapts to students^ abilities using AI, learning that involves cooperation between humans and AI, and competency-based assessment systems powered by AI technology. This study concludes that the transformation of the role of TJKT teachers requires strengthening AI literacy, digital pedagogical competence, and ethical decision-making skills to support the implementation of innovative learning models that are relevant to the demands of industry 4.0. Keywords: artificial intelligence, vocational education, innovative learning, teacher transformation. Share Link | Plain Format | Corresponding Author (Wawan Eko Putra)

59	Education for sustainable development	ABS-69
Enhancing Students Understanding of Legislative Vote Calculation through the Sainte-Lague Method in History Learning Trio Nurul Fajri Putra Pendidikan Sejarah, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia trioputra[at]upi.edu Abstract This research aims to explore the use of Microsoft Excel can be utilized in learning the calculation of legislative votes using the Sainte-Lague method in the History material of grade 12 SMA. The research method used is quantitative research with a quasi-experimental research design. Meanwhile, data collection is carried out with pretest and posttest questions. This study was conducted on students of one of the high schools in Bandung City. Pretest and posttest questions are used as data collection instruments to measure students understanding in learning the calculation of legislative votes using the Sainte Lague method in history material of grade 12 SMA. The data collected from the pretest and posttest questions were then analyzed statistically using a paired t-test. The results of the study showed that there was a difference in the average value between learning the history material of grade 12 SMA before using Microsoft Excel in calculating the legislative votes using the Sainte-Lague method and after using Microsoft Excel in calculating the legislative votes using the Sainte-Lague method. Therefore, it is recommended that schools and history teachers consider learning history material of grade 12 SMA using Microsoft Excel in calculating the legislative votes using the Sainte-Lague method. Keywords: Sainte-Lague method, history learning, quantitative research, political education Share Link | Plain Format | Corresponding Author (Trio Nurul Fajri Putra)

60	Education for sustainable development	ABS-70
Exploring the Impact of AI-Based Adaptive Learning Assessment on Academic Well-Being in Vocational Education: A Mini Review Dwi Fitria Al Husaeni, Amay Suherman*, Budi Mulyanti*, Ade Gafar Abdullah, Lala Septem Riza, Eki Nugraha Universitas Pendidikan Indonesia Abstract In the digital era, vocational education faces challenges in ensuring accurate, fair, and adaptive assessment for learners. AI-Based Adaptive Learning Assessment (AI-ALA) has emerged as an innovative solution to improve learning effectiveness through assessment personalization, real-time feedback, and adjustment of material difficulty levels based on individual abilities. This study aims to explore the impact of AI-ALA on learners^ academic well-being, including psychological, motivational, and social aspects in a vocational learning environment. The method used in this study is a mini review by reviewing 26 English-language journal articles from the Scopus database that are relevant to this topic. The results of the study indicate that AI-ALA contributes to increased learning motivation, reduced academic anxiety, and increased trust in a more transparent assessment system. However, the implementation of AI-ALA still faces challenges in infrastructure readiness, educator skills, and potential bias in assessment algorithms. Therefore, an optimization strategy is needed through increased educator training, strengthening technological infrastructure, and clearer regulations regarding the use of AI in academic assessment. The implications of this study indicate that the appropriate implementation of AI-ALA can not only improve learning effectiveness but also support students^ academic well-being holistically in more inclusive and sustainable vocational education. Keywords: Artificial Intelligence, Vocational Education, Academic Well-Being, Adaptive Learning, Learning Evaluation Share Link | Plain Format | Corresponding Author (Dwi Fitria Al Husaeni)

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