Bulletin of Educational Management and Innovation

Improving learning outcomes and learning interest among vocational students majoring in motorcycle technology through web-based learning

Herlina Rahmadani, Sulis Janu Hartati, Nuril Huda — Mon, 21 Sep 2026 00:00:00 +0700

Background: The integration of digital technology into vocational education provides opportunities to improve the quality of learning, particularly in Motorcycle Engineering and Business (TBSM) competency instruction. However, the continued use of conventional teaching approaches may limit students’ learning interest and achievement.

Purpose: This study aimed to examine the effect of web-based learning on students’ learning interest and learning outcomes in TBSM competency instruction at SMKN 2 Bangkalan.

Method: A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The participants were 60 students selected through total sampling, consisting of 30 students in Class X TBSM 1 as the experimental group and 30 students in Class X TBSM 2 as the control group. Data were collected using a learning interest questionnaire and learning outcome tests. Data analysis involved prerequisite testing and independent samples t-tests.

Findings: The results demonstrated a statistically significant difference in learning interest between the experimental and control groups (Sig. = 0.024 < 0.05). The experimental group obtained a higher mean learning interest score (52.27) than the control group (46.40). A significant difference was also found in learning outcomes (Sig. = 0.000 < 0.05), with the experimental group achieving a higher posttest mean score (86.67) than the control group (65.67).

Implication: These findings provide empirical evidence that web-based learning is more effective than conventional instruction in improving both learning interest and academic achievement in TBSM competency instruction.

Javanese work culture enhances teachers’ pedagogical competence through the mediation of digital agency in primary schools

Nur Wakhidah Fitriyani, Sri Utaminingsih, Ahmad Hariyadi, Hanif Fadlur Rahman — Fri, 02 Oct 2026 00:00:00 +0700

Background: Digital transformation has intensified demands on teachers’ pedagogical competence. Although schoolwork culture, teacher agency, and pedagogical competence have been widely discussed, these constructs have largely been examined separately. Moreover, local cultural values are often treated as contextual backgrounds rather than empirically tested resources that may shape teachers’ adaptive professional capacity. Consequently, limited evidence explains how organisational work culture and local collaborative values jointly relate to pedagogical competence through teachers’ Digital-Adaptive Pedagogical Agency.

Purpose: This study aims to analyse the influence of work culture and Javanese collaborative values on pedagogical competence through Digital-Adaptive Pedagogical Agency among elementary school teachers.

Method: The study employed a quantitative approach using Structural Equation Modelling–Partial Least Squares, involving 160 teachers from 15 elementary schools in Jepara Regency, Indonesia.

Findings: Work Culture showed the strongest positive relationship with Digital-Adaptive Pedagogical Agency (β = 0.481), followed by Javanese Collaborative Values (β = 0.249). Digital-Adaptive Pedagogical Agency was the strongest direct predictor of Pedagogical Competence (β = 0.425), while the model explained 57.5% of the variance in Pedagogical Competence. Mediation analysis further showed that Digital-Adaptive Pedagogical Agency significantly mediated the relationships between Work Culture and Pedagogical Competence (β = 0.204) and between Javanese Collaborative Values and Pedagogical Competence (β = 0.106). These findings indicate that organisational conditions have a stronger practical association with teachers’ adaptive pedagogical capacity than local collaborative values, although both represent relevant contextual resources.

Implication: The findings suggest that efforts to strengthen pedagogical competence should extend beyond technology training by developing collaborative work cultures, reflective professional learning, and culturally responsive forms of teacher collaboration. The study contributes an integrated empirical model that positions Digital-Adaptive Pedagogical Agency as a key mechanism linking organisational and local cultural resources with teachers’ pedagogical competence in the context of digital education.

Digital snake-and-ladder game for promoting learning independence and critical thinking in Pancasila Education

Nurhida Yaturrohma, Ahmad Hatip, Yuni Listiana — Fri, 02 Oct 2026 00:00:00 +0700

Background: Pancasila Education requires learning experiences that provide students with opportunities to participate actively, develop learning independence, and strengthen critical thinking. However, classroom practices that remain predominantly teacher-centered may limit students’ opportunities to learn independently and engage critically with Pancasila-related concepts.
Purpose: This study aimed to examine the effect of a Game-Based Learning approach supported by a digital Snake-and-Ladder game on students’ learning independence and critical thinking skills in Pancasila Education.
Method: A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The participants were 56 seventh-grade students at SMPN 2 Kamal, consisting of 28 students in the experimental group (VII-A) and 28 students in the control group (VII-B). Data were collected using a learning independence questionnaire and a critical thinking skills test. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test to examine differences between the groups.
Findings: The pretest results indicated no significant difference in the initial abilities of the two groups. Following the intervention, the experimental group obtained a higher mean learning independence score (50.50) than the control group (32.79), with p < 0.001. The experimental group also achieved a higher mean critical thinking score (89.32) than the control group (68.61), with p < 0.001.
Implication: These findings indicate that the integration of Game-Based Learning with a digital Snake-and-Ladder game can effectively support the development of learning independence and critical thinking skills in Pancasila Education.