Explore the vast range of titles available.

The limited number of studies assessing the effectiveness of the Teacher Professional Education (PPG) program from students’ perspectives, particularly in the context of Geography teachers, highlights the need to examine how professional competencies are applied in classroom practice. This study aims to analyze the impact of the PPG program on the Geography learning process based on students’ perceptions. A descriptive quantitative approach was employed, involving 105 students taught by PPG-certified Geography teachers at Ganesha University of Education (Undiksha). Data were gathered through a Likert-scale questionnaire and analyzed using the Wilcoxon Signed-Rank Test to identify differences before and after teachers completed the program. The results show statistically significant improvements (p < 0.001) across all measured aspects of the learning process, including teaching strategies, classroom interaction, and the creation of a supportive learning environment. These findings confirm that the PPG program contributes positively to the professionalism of Geography teachers and enhances the overall quality of instruction. The study concludes that PPG has a meaningful impact not only on teachers’ pedagogical competencies but also on students’ classroom experiences. The implication is that program evaluations should incorporate students’ perspectives as primary beneficiaries of learning outcomes, while policymakers and education institutions may use such evidence to strengthen teacher training frameworks and sustain quality improvements in Geography education.

This research aims to 1) describe the use of text attributed with language attitude in Indonesian language instruction and 2) describe student's response to the instruction. It was a descriptive research which data were collected by using observation method and questionnaire. The subjects were 4 lecturers of Indonesian language and 258 students of Unversitas Pendidikan Ganesha. The results of this study indicate that 1) text attributed with language attitude was applied in 4 main steps, namely (1) preparation of conditions, (2) reading of text in groups, (3) intergroup discussions, (4) inferences; 2) Student response in terms of interest, 55.91% of students were very interested, 38.76% of students were interested, and 5.33% were less interested. In terms of textual ability to inspire the sense of nationalism, 63.70% of students felt the text was very capable to do it, 32.43% of students felt the text was capable enough to do it, and 3.88% of students felt the text was less inspiring to raise nationalism within the frame of diversity. Thus, learning was able to attract students and the text used was able to awaken nationalism within the frame of diversity. The implication is the existence of teaching materials to nurture nationalism.

This study aims to describe the didactic design of Indonesian online learning based on a heutagogical approach. The research design used is a qualitative research design using the Design-Based Research (DBR) method. The research subjects were students, lecturers, and learning experts. The data collection methods used were observation and interview and data analysis techniques with four stages of analysis. The results showed that the didactic design consisted of the stages of preparation and implementation of learning. The learning preparation stage is carried out by providing scaffolding consisting of seven stages, namely (1) essential study analysis, (2) precondition, (3) orientation and discussion, (4) topic determination, (5) assessment discussion, (6) technical discussion, learning, and (7) reflection. Meanwhile, the stages of learning implementation consisted of four stages, namely (1) exploration, (2) connection and reflection, (3) material comprehension, and (4) final reflection of learning. The design provides support for the concepts of learning agents, efficacy and ability, metacognition and reflection, nonlinear learning, and learning how to learn.

This study addresses the urgent need for pedagogical transformation in higher education amid rapid digitalization by formulating design principles for multimodal blended learning (MBL) that navigate cognitive load and strengthen critical literacy in Indonesian language courses. A descriptive–qualitative research design was employed, with data collected from two contrasting institutions: Universitas Pendidikan Ganesha (standardized ecosystem with integrated LMS) and Universitas Mahasaraswati Denpasar (flexible, multiplatform practices). Data were gathered through classroom observations, syllabus/module/media analysis, in-depth interviews (lecturers, students), and open-ended questionnaires. Instruments were guided by Cognitive Load Theory and the framework of digital critical literacy. Thematic analysis with source triangulation was conducted to ensure validity. Findings reveal systemic trade-offs: standardized single-channel delivery reduces extraneous load but risks routinizing practices and limiting critical dialogue, while creative multiplatform practices enhance engagement and production but increase fragmentation and cognitive overload, resulting in uneven critical performance. Synthesizing empirical findings with theoretical insights, the study proposes five design principles: (1) consistent access through a primary channel, (2) meaningful modality alignment with learning objectives, (3) cognitive load balancing (chunking, clear navigation, concise instructions), (4) structured stimulation of critical literacy (analysis, evaluation, reflective production), and (5) connection with students’ everyday digital practices. This contribution advances technology adoption readiness by providing a conceptually tested blueprint for instructional design development and subsequent trial implementation.