SAKAGURU: Journal of Pedagogy and Creative Teacher
SAKAGURU: Journal of Pedagogy and Creative Teacher is a double-blind peer-reviewed, open-access journal focusing on Education. It covers Curriculum, Teaching, Teacher Professionalism, TPACK, Ethnopedagogy, Andragogy, and Creative Teacher in General and religious education, accepting original research across all age levels, methods, and learning environments.
Developing an Eclipse Crossword-Based E-Module to Improve Students’ Critical Thinking in Plant Reproduction
The integration of digital learning media in biology instruction is increasingly important for enhancing students’ higher-order thinking skills, particularly in topics that involve abstract concepts and complex terminology, such as plant reproductive systems. This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of a crossword puzzle-based e-module using Eclipse Crossword to improve the critical thinking skills of Grade IX students at Madrasah Tsanawiyah Negeri 01 Bandar Lampung. Employing a Research and Development design adapted from Borg and Gall, the study involved expert validation, readability testing, student response analysis, and an effectiveness test using a pretest–posttest control group design. Data were collected through validation sheets, questionnaires, observation, documentation, and critical thinking tests, and were analyzed using percentage scores, N-Gain, paired sample t-test, and independent sample t-test. The results showed that the developed e-module was highly feasible, with validation scores of 89.3% from media experts and 91.7% from material experts. The readability test indicated that 90% of students perceived the module as clear, engaging, and easy to use. The effectiveness test demonstrated a significant improvement in students’ critical thinking skills, with the experimental class achieving a higher posttest mean score than the control class and a moderate N-Gain score of 0.4403, compared with 0.1371 in the control class. Students also responded positively to the module, indicating that it was interactive, challenging, and helpful for understanding biological concepts. These findings imply that Eclipse Crossword-based e-modules can serve as an innovative and practical digital learning medium to support critical thinking development in biology learning.
Copyright (c) 2026 Akbar Handoko, Diamah Adilah, Mazalena Mazalena, Raicha Oktafiani, Nukhbatul Bidayati Haka, Aryani Dwi Kesumawardani, Laila Puspita, Ismi Rakhmawati https://creativecommons.org/licenses/by/4.0
Lower-Limb Power and 40-Meter Sprint Performance in Elementary Physical Education
Sprint performance in elementary physical education is a fundamental motor skill that requires lower-limb force production, coordination, acceleration ability, and efficient movement technique. This study aimed to examine the relationship between leg muscle power and 40-meter sprint performance among Grade V elementary school students. A quantitative correlational design was employed involving 17 students from UPTD SDN 1 Singakerta, Krangkeng District, Indramayu Regency, Indonesia. Leg muscle power was measured using a vertical jump test, while sprint performance was assessed through a 40-meter sprint test recorded in seconds. The data were analyzed using descriptive statistics and simple linear regression at a significance level of .05. The results showed that students obtained a mean vertical jump score of 78.53 cm (SD = 7.80) and a mean 40-meter sprint time of 14.24 seconds (SD = 2.31). The regression analysis revealed a statistically significant relationship between vertical jump performance and 40-meter sprint time, F (1,15) = 6.740, p = 0.020, with a moderate correlation coefficient (R = 0.557) and an explained variance of 31.0% (R² = 0.310). Since sprint performance was measured as completion time, the finding indicates that students with higher leg muscle power tended to complete the 40-meter sprint in a shorter time. This study concludes that leg muscle power is a meaningful physical component of short-distance running performance among elementary school students, although sprint ability remains influenced by other factors such as technique, coordination, maturation, and motivation. The implication is that physical education teachers should integrate safe, progressive, and age-appropriate lower-limb power activities with sprint technique instruction to support evidence-informed motor development in elementary physical education.
Copyright (c) 2026 Moch. Chandra Mukti, Fauzan Effendy, Dicky Oktora Mudzakir https://creativecommons.org/licenses/by/4.0
The Effect of Project Based Learning Model on Creative Thinking Ability and Emotional Intelligence of Grade X Students in Biology
Creative thinking and emotional intelligence are essential competencies for students facing the demands of twenty-first-century biology learning. Preliminary data at SMA Negeri 12 Bandar Lampung showed that Grade X students' creative thinking ability was still in the less creative category (average 36%), while emotional intelligence was categorized as poor (average 40%). This study examined the effect of the Project Based Learning (PjBL) model on students' creative thinking ability and emotional intelligence in Grade X Biology, particularly on the topic of environmental pollution. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The population comprised all Grade X students in the even semester of the 2024/2025 academic year (N = 337). Through cluster random sampling, Class X.4 (n = 34) was assigned as the experimental group and Class X.1 (n = 34) as the control group. Data were collected using a validated creative thinking essay test, an emotional intelligence questionnaire, and observation sheets. Instrument reliability was very high for both the creative thinking test (Cronbach's alpha = 0.821) and the emotional intelligence questionnaire (Cronbach's alpha = 0.877). Data were analyzed using descriptive statistics, N-gain, prerequisite testing, and independent samples t-tests through SPSS version 25. The findings showed significant differences between experimental and control groups in creative thinking ability, t(66) = 13.844, p < 0.05, and emotional intelligence, t(66) = 15.440, p < 0.05. The experimental group achieved N-gain scores of 80.91% for creative thinking and 80.51% for emotional intelligence, both in the excellent category, whereas the control group obtained 35.18% and 45.23%, respectively. Visualized indicator-level data further showed that all creative thinking indicators and all emotional intelligence indicators reached very high categories in the experimental group. These results indicate that PjBL is more effective than direct instruction in strengthening creative thinking and emotional intelligence in biology learning. The study contributes empirical evidence for integrating authentic environmental projects into secondary biology instruction.
Copyright (c) 2026 Dea Fernandilla, Raicha Oktafiani, Aulia Novitasari, Aryani Dwi Kesumawardani, Meita Dwi Solviana https://creativecommons.org/licenses/by/4.0
Understanding Learning Concepts in Grade 10 Students During Classroom Practices: Case Study BBC Senior High School in Medan
Students’ conceptions of learning influence how they interpret academic demands, regulate motivation, select learning strategies, and evaluate educational success; however, limited qualitative evidence explains how these dimensions are interconnected among Indonesian senior high school students. This study aimed to explore Grade 10 students’ understanding of learning, identify the internal and external factors influencing their learning, examine the strategies they employed, and determine the indicators through which they evaluated learning success. A descriptive qualitative case-study design was employed at SMA BBC Medan, involving six purposively selected Grade 10 students representing different genders and levels of academic achievement. Data were collected through individual semi-structured interviews guided by eight open-ended questions and analyzed using the interactive model of data condensation, data display, and conclusion drawing. Member checking and cross-participant comparison were conducted to strengthen the credibility of the findings. The results revealed that students predominantly conceptualized learning as the acquisition of knowledge and experience, while affective, behavioral, and psychomotor dimensions were less frequently recognized. Motivation and personal willingness emerged as the most influential internal factors, whereas family support, conducive learning environments, and engaging teaching practices constituted important external influences. Students relied mainly on conventional strategies, including reading, note-taking, discussion, repeated practice, scheduling, and reviewing materials, but rarely reported metacognitive practices such as goal setting, self-monitoring, reflection, or strategy evaluation. Learning success was primarily associated with improved grades, although some students also identified conceptual understanding, problem-solving ability, confidence, motivation, and behavioral change. The study concludes that students possess a foundational but transitional understanding of learning that remains strongly cognitive, instrumental, and achievement-oriented. These findings imply that teachers and school counselors should collaboratively develop learning guidance that broadens students’ conceptions of learning, strengthens autonomous motivation, and explicitly cultivates metacognitive and self-regulated learning skills.
Copyright (c) 2026 Bunga Santi Br. Ritonga, Cindy Syahputri, Elina Rewinata Pangaribuan, M. Ihsan Maulana https://creativecommons.org/licenses/by/4.0
KIVAEMO: A Creative Social Studies Module for Emotion Management and Anti-Bullying
Verbal bullying and social exclusion remain significant challenges in junior high schools, affecting students’ emotional well-being, social relationships, and learning engagement. Social Studies learning has substantial potential to foster empathy and positive social behavior; however, classroom practices often emphasize cognitive achievement while providing limited opportunities for social-emotional development. This study aimed to develop and evaluate the effectiveness of KIVAEMO, a creative Social Studies module integrating emotional literacy and anti-bullying education into classroom learning. The research employed a Research and Development (R&D) approach adapted from the Sukmadinata model, consisting of needs analysis, product design, module development, expert validation, revision, limited trials, and effectiveness testing. The effectiveness test used a quasi-experimental non-equivalent control group design involving 64 seventh-grade students at SMP Negeri 1 Sanggau, West Kalimantan, Indonesia. Data were collected through emotion regulation questionnaires, anti-bullying attitude scales, expert validation sheets, and classroom observation forms. The validation results indicated that the module was highly feasible in terms of content (91%), language (90%), and instructional design (88%). Statistical analysis revealed significant differences between the experimental and control groups in emotion regulation and anti-bullying attitudes (p < 0.05), with a strong effect size (d = 0.76). Classroom observations also showed increased empathy, greater participation in discussions, and reduced verbal bullying behavior. These findings demonstrate that KIVAEMO is an effective instructional innovation that promotes emotional regulation, empathy, and positive social interaction while supporting bullying prevention efforts in junior high schools. Future studies are recommended to examine its long-term impact across broader educational contexts.
Copyright (c) 2026 Wiwin Asriningrum https://creativecommons.org/licenses/by/4.0