Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)

Background of Study:
Librarian attitudes significantly influence user satisfaction and engagement in library services. Positive interaction between librarians and users fosters a welcoming environment and enhances service effectiveness.

Aims and Scope of Paper:
This research aims to explore both the attitudes of librarians in providing services and users’ perceptions of those attitudes at the Tangerang Regency Library and Archives Office.

Methods:
A qualitative descriptive approach was employed. Data were collected through observation and interviews with three library users selected via purposive sampling. The data analysis followed three steps: data reduction, data presentation, and drawing conclusions.

Result:
Findings indicate that the average number of visitors to the Tangerang Regency Library and Archives Office from 2022 to 2023 was approximately 136,270. Users generally perceive librarians as friendly and kind. However, users often need to initiate interaction before receiving assistance, indicating a lack of proactive service. This shows that while the overall demeanor of librarians is positive, there remains a gap in attentiveness and sensitivity to user needs.

Conclusion:
Although librarians are perceived positively in terms of friendliness, service delivery can be improved by fostering a more proactive and responsive approach to user needs. These findings highlight the importance of continuous professional development for librarians to enhance user experience.

Background of Study: The low agility of students in Physical Education, Sports, and Health (PJOK) learning is often caused by conventional methods that lack variation and do not optimize traditional games. Rangku Alu, a rhythmic movement game involving agility, coordination, and quick direction changes, aligns with PJOK learning goals and helps preserve local culture.

Aims and Scope of Paper: This study aims to determine the effectiveness of the traditional Rangku Alu game in improving the agility of fifth-grade elementary school students and to propose it as an alternative, fun, interactive, and culturally relevant PJOK learning method.

Methods: A quantitative experimental approach with a one-group pretest-posttest design was applied to 11 fifth-grade students at SDN 3 Sumberdadi. Agility was measured using the Hexagon Drill Test before and after eight PJOK sessions integrating Rangku Alu. Data were analyzed using the Shapiro-Wilk normality test, Paired Sample t-Test, and N-Gain test.

Result: The average pretest time decreased from 14.30 seconds to 11.90 seconds in the posttest. The t-test yielded a significance value of 0.000 (p < 0.05), and the N-Gain average was 65%, indicating moderate effectiveness.

Conclusion: The Rangku Alu game significantly improves students’ agility and can serve as an effective, enjoyable, and culturally based alternative in PJOK learning. It also supports cultural preservation in the school environment while promoting active participation and holistic physical development.

Background of study: This study explored teachers’ perceptions regarding the implementation of the Social Studies curriculum at the Upper Basic Education level within the Rimi Education Zone, Katsina State, Nigeria. Social Studies plays a vital role in equipping students with civic knowledge, ethical values, and social awareness needed for nation-building, yet its effective implementation faces several challenges.

Aims and scope of paper: The study aimed to examine teachers’ views on four key areas: the appropriateness of curriculum content, the use of instructional materials, the effectiveness of recommended teaching methodologies, and the obstacles hindering the implementation of Social Studies in the selected educational zone.

Methods: A descriptive survey design was employed, involving all 22 Social Studies teachers in Upper Basic Education schools within the Rimi Education Zone. Data were collected using a structured and validated questionnaire (TPSSCIQ), with reliability confirmed at 0.86 using Cronbach’s Alpha. Descriptive statistics (mean scores) were used to analyze the responses.

Result: The findings revealed that most teachers perceived the curriculum content as relevant and appropriate. They also acknowledged the importance of using instructional materials such as maps, videos, and textbooks. Teachers agreed that recommended methodologies such as demonstration, problem-solving, and inquiry-based learning enhanced student understanding. However, several challenges were noted, including lack of resources, overcrowded classrooms, insufficient teacher training, and infrastructural constraints.

Conclusion: The study concluded that although teachers generally have positive perceptions of the Social Studies curriculum, effective implementation is hindered by structural and resource-related challenges. Addressing these barriers through government support, professional development, and improved instructional materials is essential for enhancing curriculum delivery and student learning outcomes.

Background of study: Air pollution is a critical global and local environmental challenge, particularly in urban centers such as Abuja, Nigeria. Despite its health and economic impacts, awareness among secondary school students remains limited. Integrating renewable energy education, especially solar energy, into the school curriculum is considered a promising strategy to enhance environmental literacy.

Aims and scope of paper: This study investigates the effect of a solar energy curriculum module on improving senior secondary school physics students’ awareness of air pollution. It aims to determine baseline awareness, assess changes after the intervention, and examine the sustainability of awareness gains over time.

Methods: A quasi-experimental pre-test/post-test design was employed with a sample of 423 physics students selected through Cochran’s formula and multistage sampling. Data were collected using a validated questionnaire, “Air Pollution and Solar Energy Knowledge and Attitudes Questionnaire (APSEK-AQ),” with a Cronbach’s alpha of 0.78. Descriptive statistics and paired t-tests were used to analyze data at a significance level of p < 0.05.

Result: Findings revealed a significant improvement in awareness levels after the intervention (p < 0.001). Students with high awareness increased from 7.8% to 31.7%, while those with no awareness dropped from 29.6% to 9.9%. At a one-month follow-up, more than 55% of students retained moderate to high awareness levels, demonstrating sustained impact of the intervention.

Conclusion: The solar energy curriculum module effectively enhanced students’ awareness of air pollution and supported knowledge retention. The study highlights the importance of integrating context-based renewable energy education into secondary curricula to promote environmental literacy and contribute to achieving SDG 4.7 and SDG 13.

Abstract:
Background of Study

The Ministry of Religious Affairs of the Republic of Indonesia has developed an E-Learning platform to advance educational technology and promote the digitalization of learning in madrasahs. Madrasah Tsanawiyah Negeri (MTsN) 3 South Bengkulu has adopted this system; however, its implementation has not yet reached an optimal level due to various infrastructural and pedagogical challenges.

Aims and Scope

This study investigates the challenges and opportunities associated with the use of E-Learning at MTsN 3 South Bengkulu, with a specific focus on its application in conducting learning evaluations. The scope encompasses identifying barriers, evaluating institutional readiness, and proposing feasible strategies for improvement.

Methods
A descriptive research design was employed, integrating qualitative and quantitative approaches. Data were collected through observations, interviews, and questionnaires, and analyzed using data triangulation to ensure validity and reliability.

Results
The study identified several obstacles to effective E-Learning implementation: limited access to digital devices, unstable internet connectivity, inadequate technological readiness among teachers and students, low student motivation, insufficient understanding of online learning, unsupportive home learning environments, and a lack of parental support in providing technological resources. Opportunities include enhancing digital literacy, integrating interactive learning activities, and strengthening stakeholder collaboration.

Conclusion
Successful E-Learning implementation in madrasahs requires coordinated efforts among government bodies, educational institutions, and private stakeholders. Recommendations include expanding device access, providing targeted digital literacy training, and designing engaging online learning strategies to optimize both instructional delivery and evaluation processes.