Jurnal Likhitaprajna

Development of Teachers' Human Resources Based on Professional Competencies to Strengthen Teaching Practices at MAN 1 Jepara

Ainul Izzah Arrofiq — 2026-09-18

This study aims to analyze teacher human resource (HR) development strategies to improve the quality of learning at MAN 1 Jepara. Using descriptive qualitative methods, data were collected through interviews, observations, and documentation studies. Data were then analyzed through reduction, presentation, and conclusion drawing. The results indicate that teacher development strategies at MAN 1 Jepara are implemented through regular Saturday discussion forums, which serve as a means for collaboration, reflection, and academic planning based on academic disciplines. This strategy is supported by a student selection mechanism through written tests, interviews, and psychological assessments, resulting in more focused, integrative, and contextual learning. The impact of this strategy is evident in increased teacher creativity, the emergence of learning innovations, and student academic achievement at the national level. Furthermore, a culture of continuous learning has been successfully established for both teachers and students, enabling MAN 1 Jepara to become a highly competitive educational institution. This study concludes that teacher discussion forums are an effective strategy for HR development and contribute significantly to improving the quality of education.

Multi-Platform AI Use and Student Learning Motivation in Educational Technology Program

Azzahra Nurrahmi — 2026-09-18

The rapid advancement of Artificial Intelligence (AI) platforms has opened transformative opportunities for improving the quality of learning in higher education, yet empirical studies comprehensively examining multi-platform AI use and student learning motivation in the Indonesian context remain limited. This study analyzes the relationship between the use of AI-based learning media—encompassing ChatGPT, Perplexity AI, Canva AI, and Gamma AI—and the learning motivation of students in the Educational Technology Study Program, FKIP, Universitas Lambung Mangkurat, using a quantitative correlational design with 40 students (60% female, 40% male) selected through purposive sampling.

Self-Recovery Strategies Among Final-Year English Education Students: Coping with Low Motivation During Thesis Writing

Titannia Parashemeita Tikwan — 2026-09-18

Completing an undergraduate thesis exposes final-year students to academic and emotional pressures that may reduce their motivation and delay thesis progress. Previous studies have widely examined academic stress, burnout, and procrastination among university students; however, limited qualitative attention has been given to how final-year students actively restore and maintain their motivation after experiencing motivational decline. Grounded in Lazarus and Folkman’s Coping Theory and Deci and Ryan’s Self-Determination Theory, this qualitative case study explored the self-recovery strategies used by final-year English education students in coping with low motivation during thesis writing. Four final-year English education students who were actively writing their undergraduate thesis were selected through homogeneous purposive sampling. They were chosen as information-rich participants based on screening results, and the number of participants was considered sufficient because data saturation was reached when no substantially new themes emerged after the fourth interview. Data were collected through individual semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) restoring motivation through adaptive strategies; (2) maintaining motivation through self-regulation; (3) personal reasons for persisting; and (4) external support for motivation. Theoretically, this study advances the understanding of students’ motivational recovery by conceptualizing self-recovery as an integrated process that connects coping strategies and self-determined motivation. Practically, the findings suggest that thesis supervisors and academic institutions should provide autonomy-supportive guidance, emotional encouragement, and structured academic support to help students sustain motivation during thesis completion.

The Effect of Game-Based Learning Using Wordwall on Fourth-Grade Students' Reading Comprehension of Descriptive Texts

Intan Arinda Sabilla — 2026-09-18

Reading comprehension is an essential language skill for elementary school students. However, fourth-grade students' ability to comprehend descriptive texts remains relatively low due to teacher-centered instruction and the limited use of interactive learning media. Although previous studies have reported the effectiveness of Game-Based Learning and Wordwall in improving students' motivation and learning outcomes, limited research has specifically examined their integration to enhance elementary students' reading comprehension of descriptive texts. Therefore, this study aimed to examine the effect of Game-Based Learning using Wordwall on fourth-grade students' reading comprehension of descriptive texts. This study employed a quantitative approach with a quasi-experimental method using a pretest–posttest control group design. The sample consisted of 60 fourth-grade students divided equally into an experimental class and a control class. Data were collected using a validated and reliable multiple-choice test and analyzed through descriptive statistics, an independent samples t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (93.73) than the control class (88.70). The independent samples t-test revealed a statistically significant difference (p < 0.001), while the effect size (Cohen's d = 1.227) indicated a large practical effect, demonstrating that Game-Based Learning using Wordwall substantially improved students' reading comprehension. These findings suggest that integrating Game-Based Learning with Wordwall is an effective instructional approach for enhancing fourth-grade students' reading comprehension of descriptive texts.

English Education Graduates' Reflections on Coping Strategies for Managing Academic Stress Throughout the Final Project Process

Donny Al-Fathir Firrizqi — 2026-09-18

Academic stress is commonly experienced by university students during the completion of their final projects due to demanding academic tasks, time pressure, and high academic expectations. Although previous studies have identified various coping strategies, limited attention has been given to how graduates reflect on the effectiveness of those strategies after completing their final projects. This study aimed to explore the coping strategies employed by English Education graduates to manage academic stress and examine how they reflected on the effectiveness of those strategies. A descriptive qualitative approach was employed involving five purposively selected English Education graduates to obtain in-depth reflective accounts of their coping experiences. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that participants managed academic stress through both problem-focused and emotion-focused coping strategies, particularly by seeking academic assistance and engaging in relaxation activities. Participants identified effective and less effective coping strategies and drew lessons that informed their responses to future academic challenges. These findings suggest that coping extends beyond immediate stress management and involves a continuous process of reflective learning. This study contributes to the existing literature by suggesting that, among the English Education graduates in this study, reflective evaluation functioned as an integral component of the coping process, through which participants assessed the effectiveness of their coping strategies and identified lessons for responding to future academic challenges.

Strategy for Santri Potential Development through Interest and Talent Program at Kyai Syarifuddin Boarding School

Aisyah Humairoh Humairoh — 2026-09-18

The development of students' abilities is an inseparable element of the educational system in Islamic boarding schools, aimed at creating students skilled in both spiritual knowledge and practical skills. This study aims to describe and analyze the methods for developing students' potential through the Interest and Talent Development Program (PMB) at Pesantren Kyai Syarifuddin in Lumajang. Using a qualitative approach through a case study, data was collected via in-depth interviews, participatory observation, and document analysis. Data validity was evaluated through triangulation of sources, methods, and time, while the analysis used the interactive model by Miles and Huberman. The research findings reveal that PMB implements four main approaches: (1) an identification approach involving collaboration with room leaders and direct observation; (2) a structured design and implementation approach with regular training, mentoring, and ongoing evaluation through the Star Festival; (3) an adaptive approach to overcome challenges with schedule adjustments, rotation in facility use, and individual motivation; and (4) a collaborative approach involving multiple parties to create synergy between caregivers, PMB coordinators, admins, room leaders, and students. This study emphasizes that a systematic, flexible, and collaborative development approach can optimize students' potential even with limited resources.

Mapping The Role of Cuisenaire Rods Across CRA Stages in Number Learning for Students with Intellectual Disabilities

Anggy Alya Novita — 2026-09-18

Students with intellectual disabilities often experience difficulties in developing number concepts and require concrete instructional support. Cuisenaire Rods can support number learning within the Concrete–Representational–Abstract (CRA) approach, yet how their role shifts across the three stages remains insufficiently mapped. This study aims to map the role of Cuisenaire Rods across the Concrete, Representational, and Abstract stages in number learning among students with intellectual disabilities. A qualitative multiple-case study was conducted involving three students with mild intellectual disabilities at a special education school in Bojonegoro, Indonesia, selected through purposive sampling. Data were collected through observation sheets and documentation, and analyzed using data reduction, data presentation, and conclusion drawing. The findings show that Cuisenaire Rods functioned as a primary cognitive support during the Concrete stage and remained necessary during the Representational stage, albeit with varying levels of assistance across students. At the Abstract stage, their role diminished as students demonstrated greater independence: two students performed independently, while one still required assistance. These findings map a gradual shift from concrete support toward reduced dependence across CRA stages, underscoring the need for individualized instructional support in number learning for students with intellectual disabilities.

MUSSA (Mobile User Assistant for Smart School Assessment): Development of An AI-Based Learning Assessment Platform

Saddam Fathurrachman — 2026-09-24

Indonesian language learning assessment in elementary schools is generally still dominated by manual methods oriented towards final results, making the provision of formative feedback suboptimal. This study aims to develop and test the feasibility of the MUSSA (Mobile User Assistant for Smart School Assessment) web-based platform as an Artificial Intelligence (AI)-based digital assistant for assessing student essays. This study employs the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The feasibility of the platform was evaluated by media and material experts, followed by a longitudinal field trial (six meetings) involving 74 5th-grade students and 3 teachers across three elementary schools in West Java. Expert validation results showed an average feasibility percentage of 86% (Highly Valid). In the implementation stage, the platform was deemed highly practical by teachers (87.2%) for reducing grading. Nevertheless, findings indicate that the AI feedback language (Natural Language Processing) needs to be refined to be more child-friendly.

Exploring a Slow Learner’s Use of The Standard Multiplication Algorithm

Averylla Dwi Endri Prastiya — 2026-09-24

The standard multiplication algorithm requires the coordinated use of place value, multiplication facts, regrouping, and accurate recording of results. This study examined how these components were applied within a single case involving a learner identified as a slow learner when solving two-digit-by-one-digit multiplication problems. A qualitative descriptive single-case design involved one purposively selected student identified as a slow learner at an inclusive public junior high school in Surabaya. Instruments comprised a 15-item multiplication worksheet and a semi-structured interview guide. Data were collected through individual worksheet completion and an interview immediately afterward. Analysis followed data condensation, data display, and conclusion drawing and verification across five aspects: place-value identification, place-value-based multiplication, regrouping, recording of results, and final-answer accuracy. Initial written work and interview explanations were compared item by item to identify cross-item patterns. The results showed consistent application of the algorithm on 11 problems. Four problems displayed discrepancies between the initial work and the procedures stated or reconstructed during the interview. The findings indicate that place-value alignment and most regrouping steps were relatively stable, whereas operation selection and the recording of results remained inconsistent. Instruction should therefore target the unstable components through explicit comparison of multiplication and addition, multiplication-fact practice, expanded notation, and partial products rather than reteaching the entire algorithm.