http://repository.unigal.ac.id:8080/handle/123456789/4 Nana Darna Fri, 24 Apr 2026 07:15:02 GMT 2026-04-24T07:15:02Z http://repository.unigal.ac.id:8080/handle/123456789/8541 The Effectiveness of the Sport Education Model withLocal Wisdom in Shaping Social Attitudes among Elementary School Students Nur, Lutfi; Stephani, Mesa Rahmi; Kusdinar, Yopi; Hidayat, Teten; Purwati; Wijaya, Andhega; Dadi; Suhendra, Dede Iman; Malik, Arief Abdul; Nilan, Fariha Students’ excessive screen time reduces their physical activities and character strengthening. Besides, the massive influence of globalization through technology causes the need to strengthen national character values, especially in elementary school students. One of the efforts to overcome this problem is through the integration of the Sport Education Model (SEM) and local wisdom-based material, which needs to be implemented in schools. SEM based on local wisdom can strengthen the understanding of cultural values and national character, as well as develop social skills such as cooperation, responsibility, and respect for differences. This study aims to examine the effectiveness of SEM based on local wisdom learning materials in improving independent and cooperative attitudes in elementary school students. This study employed a quantitative design with a pre-test and a post-test given to 90 elementary students in three cities in West Java Province (Tasikmalaya, Sukabumi, and Bandung) as the research respondents. The result of the study showed that 84% of the sample experienced a significant increase in independent attitude, while 67% of the respondents experienced an increase in cooperative attitude. Based on this finding, it can be concluded that the implementation of SEM based on local wisdom is significantly effective in shaping students’ independence and social cooperation, especially for elementary students. This study recommends the implementation of SEM as an alternative to strengthen students’ character education as a response to the globalization challenges. Tue, 19 Aug 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8541 2025-08-19T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8537 Meningkatkan Pengetahuan Kader Posyandu Tentang Pencegahan Stunting Pada Anak Melalui Aplikasi Mobile Learning Di Wilayah Kerja Puskesmas Cihaurbeuti Wibowo, Daniel Akbar; Zen, Dini Nurbaeri; Salam, Pebri Dais Sahrul; Nuranisa, Nisa; Nurmalasari, Dewi; Fitriyani Background: Stunting is a major health problem affecting child growth in Indonesia. Posyandu cadres play a crucial role in preventing stunting through nutrition education but often face limitations in accessing information. At the Cihaurbeuti Health Center in Ciamis Regency, a mobile learning application can be an effective solution to enhance the knowledge of posyandu cadres. Objective: To enhance the knowledge of posyandu cadres on stunting prevention through a mobile learning application in the working area of Cihaurbeuti Health Center, Ciamis Regency. The method involves developing a mobile application that includes educational material on stunting prevention and training posyandu cadres to utilize the application. An evaluation is conducted to measure the improvement in cadres' knowledge and the effectiveness of the application compared to leaflets. Results: The results of the service showed a significant increase in knowledge after using the mobile learning application. The average knowledge score increased from 55% before training to 80% after training. The mobile learning application proved to provide interactive and easily accessible information. Knowledge application also improved, with posyandu cadres being more capable of providing accurate education to the community regarding stunting prevention. Conclusion: This program demonstrates that a mobile learning application is an effective tool for enhancing the knowledge of posyandu cadres and can serve as a model for other health education programs. It is expected to have a positive impact on stunting prevention and child health in Ciamis Regency Tue, 13 Aug 2024 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8537 2024-08-13T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8524 Promoting EFL Students’ Agency for Learning (AfL) Through Differentiated Instruction: Experiences, Challenges, and Strategies Hidayat, Luki Emiliya; Ratnawati, Ratnawati; Widiati, Utami English Language Teaching (ELT) boosts students in developing 21st century skills to ensure they are qualified for the future and global competition (Anggraeny & Kongput, 2022; Ç inar, 2021; Halverson, 2018; Idrees, 2023; Plucker et al., 2016). The students’ agency for learning (AfL) equips and shapes them with these crucial competences during the language learning process (Harris et al., 2018; Little & Erickson, 2015; Xiao, 2014; Xu & Kim, 2022). Code (2020) mentions that the four aspects of AfL namely intention, self- efficacy, self-regulated learning, and forethought are directly linked to the student's performance. Thus, agency, a theoretical construct in Second Language Acquisition (SLA) that emphasizes learners’ ability to Differentiated instruction (DI) is reportedly one of the classroom efforts to achieve an agentic situation in the teaching and learning processes due to its adaptability (Tomlinson, 2005). By facilitating students' diversity and puts their needs, characteristics, and interests as the main orientation of the learning process (Ortega et al., 2018; Stanford & Reeves, 2009; Tomlinson, 2014), DI adjusts the content, process, and product to maximize all students’ abilities and potentials (Tomlinson, 2000; Tomlinson & Imbeau, 2010). The benefit of interplaying DI and students’ individual uniqueness at some points showed it correlates with the shaping of students’ agency in classroom settings that can be captured comprehensively through classroom curriculum, groupings, interactions, and assessment (Coubergs et al., 2017). Classroom curriculum in DI promotes student agency as it involves learners’ voice in a collaborative curriculum design, in which diverse students' perspectives are inclusively enhanced (Andrzejewski et al., 2019; Mbati, 2021). DI’s flexible groupings that celebrate diversity can enhance students' agency in the sense of ownership and responsibility while promoting social values, unity, and cooperation (Balungaya, 2018; Brulles & Brown, 2018). Classroom interactions in DI foster a dynamic learning environment, empowering students by acknowledging personal voices, promoting active participation, and fostering a collaborative and make thoughtful decisions, exercise influence, oppose, or submit to social pressures (Duff, 2012), in which it is crucial to be established in the educational context and pedagogical practices Mon, 01 Sep 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8524 2025-09-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8520 Similarity Check-Peran Strategis Kegiatan Ekstrakurikuler Pemuda untuk Ketahanan Identitas Lokal (Studi Tentang Resolusi Konflik Nilai Budaya dan Modernitas di SMA Informatika Ciamis, Jawa Barat) Nurholis, Egi; Sihabudin, Aan Anwar; Budiman, Agus; Brata, Yat Rospia; Ramdani, Soni; Suryana, Dede Ahmad Thu, 18 Dec 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8520 2025-12-18T00:00:00Z