Deden Dicky Dermawan

This study investigates the effectiveness of integrating the Concept Attainment Model with a semiotic approach in improving university students’ ability to interpret contemporary poetry. A quasi-experimental design with a non-equivalent control group was employed, involving 50 undergraduate students divided into experimental and control groups. Data were collected through pretests, posttests, and classroom observations and analyzed using normalized gain scores and the Mann–Whitney U test. The findings revealed that students in the experimental group achieved significantly higher posttest scores and learning gains than those in the control group (p < 0.05). The integrated approach enhanced students’ ability to identify symbols, interpret implicit meanings, analyze poetic structures, and construct deeper literary interpretations. These results indicate that combining concept attainment with semiotic analysis promotes active learning, critical thinking, and interpretive competence in contemporary poetry instruction. This study contributes to literature education by providing empirical evidence that integrating the Concept Attainment Model and the semiotic approach offers an effective instructional framework for improving students’ poetry interpretation skills in higher education.

This research project focuses on developing an interactive e-module specifically designed to improve critical thinking skills in elementary school students. To achieve this goal, we used a research and development approach based on the 4D model, involving 36 fourth-grade students at Pasirhuni State Elementary School, Indonesia as the research sample, data collection using validation sheets and tests, data analysis using expert validation questionnaires, classical completeness tests, and N-gain tests. The validation results showed high scores on the media and material aspects, with an average score of 89.40%, which indicated that this e-module was very valid, in the effectiveness test conducted on a wide scale, the pre- and post-test scores showed a percentage of classical completeness of 89% with complete criteria. The implementation of the interactive e-module resulted in a significant increase in students’ critical thinking skills. This recommendation can contribute to further research on the role of visual and interactive features in digital modules to support the development of student’s cognitive skills.

This research aims to measure student readiness in implementing mobile learning from a cybersecurity perspective. Using a quantitative method with a survey approach, the participants in this research were 150 students of the electrical engineering study program at Padang State University in Indonesia, who were randomly stratified to ensure a balanced representation of the academic year. The research is an online objective test related to cybersecurity topics. The data analysis technique used is quantitative descriptive. The analysis results show that system updates are the only indicator with a “good” awareness level, while other indicators are at the “sufficient” and “poor” levels, indicating the need for further improvement. These findings underscore the importance of integrating cyber security education in mobile learning curricula to increase student readiness to face evolving cyber threats. Thus, this research recommends developing specific training programs and adding comprehensive cybersecurity material to the curriculum to equip students with the skills necessary to maintain cybersecurity effectively.