Jurnal Inovasi Pendidikan dan Sains

Integration of STEAM Chemistry Learning Based on Local Wisdom to Strengthen Students’ Vocational Skills and Science Literacy: A Systematic Literature Review (2020–2025)

Winna Wijayati — 2026-01-10

This Systematic Literature Review (SLR) study aims to analyze the trends, models, and effects of STEAM Chemistry Learning Based on Local Wisdom in strengthening students’ vocational skills and science literacy during the period 2020–2025. A total of 13 articles that met the inclusion criteria were reviewed from the Google Scholar database using the PRISMA 2020 Statement guidelines. The results of the review indicate an increasing trend toward interdisciplinary approaches that integrate science, technology, engineering, arts, and mathematics with cultural contexts and local community life. The most dominant models applied were Project-Based STEAM Learning (PjBL-STEAM) and Problem-Based Local Wisdom STEAM (PBLW-STEAM), which were shown to be effective in developing students’ creativity, collaboration, and problem-solving abilities. The integration of local wisdom not only made chemistry learning more contextual but also strengthened vocational competencies through practical and sustainable application

Antibacterial Effectiveness Test of Lemongrass Leaf Extract (Cymbopogon citratus) on the Growth of Streptococcus sanguinis on Removable Orthodontic Acrylic Bases

Davin Davin — 2026-01-10

The use of acrylic base as a removable orthodontic base plate has the disadvantage of being porous, thus increasing the risk of microorganism colonization, including Streptococcus sanguinis. Lemongrass leaves (Cymbopogon citratus L.) contain secondary metabolites that have antibacterial properties such as alkaloids, saponins, tannins, polyphenols. The purpose of this study was to determine the antibacterial effectiveness of lemongrass leaf extract (Cymbopogon citratus) 40% and 50% against the growth of Streptococcus sanguinis on removable orthodontic acrylic bases. This type of research is a true experimental with a post- test only control group design. The number of groups in this study was 4 (four), each consisting of 6 replications. The antibacterial testing of lemongrass leaf extract used the diffusion method. Data analysis used the Kruskal-Wallis and Mann-Whitney statistical tests. Based on the results of the study, the average number of Streptococcus sanguinis bacterial colonies on removable orthodontic acrylic bases from negative controls, positive controls, 50% and 40% lemongrass leaf extract was 1725±171,980 CFU/mL, 4.17±2,639 CFU/mL, 451.67±57,840CFU/mL, and 662.50±23,889 CFU/mL. The results of the Kruskal-Wallis test stated that there was a significant difference in the average number of colonies between all groups (p=0.000; p<0.05). The results of the Mann-Whitney test stated that there was a significant difference in antibacterial effectiveness between the two different groups (p=0.004; p<0.05). The conclusion of this study is that lemongrass leaf extract has antibacterial effectiveness against the growth of Streptococcus sanguinis on removable orthodontic acrylic bases

Implementation of the Numbered Heads Together Learning Model to Improve Students’ Learning Outcomes

Putri Suri Anjani — 2026-01-10

This study aims to determine how the implementation of the Numbered Heads Together (NHT) learning model contributes to the improvement of students’ learning outcomes. The method used was a pre-experimental approach with a One-Group Pretest–Posttest design, involving only one class as the experimental group, without a control class. Data were collected through a pretest and a posttest, and then analyzed using the Normality test and the Hypothesis test (Paired Sample T-Test) with the SPSS Version 25 program. The research results showed that the average posttest score was 80.34, with the Paired Sample T-Test yielding a t-value of 9.396 and a significance level of 0.000 (p < 0.05), exceeding the established Minimum Mastery Criteria. These findings show that implementing the Numbered Heads Together learning model significantly improved students’ learning outcomes. Therefore, Numbered Heads Together can be used as an effective learning model to enhance the effectiveness of the learning process

Diversification of Learning Models in Strengthening Students’ Employability Skills: A Systematic Literature Review (2015–2025)

Indah Nursanti — 2026-01-10

This study aims to examine the diversification of learning models that strengthen employability skills among students of Vocational High Schools (Sekolah Menengah Kejuruan; SMK) based on scientific publications published from 2015 to 2025. Vocational High School (SMK) graduates are expected to master technical competencies while also possessing 21st-century skills, such as communication, teamwork, problem-solving, creativity, digital literacy, and leadership, to adapt to the demands of the business and industrial sectors in the era of the Industrial Revolution 4.0. This study employed a Systematic Literature Review (SLR) approach, following the PRISMA Statement protocol, to select and analyze relevant articles published over the past decade. The results of the review indicate that six main learning models support the improvement of employability skills, namely Project-Based Learning (PBL), Problem-Based Learning (PBL), Work-Based Learning (WBL), Teaching Factory (TeFa), Blended Learning or Flipped Classroom, and Cooperative Learning. Each model provides a distinct contribution: PjBL and PBL strengthen critical thinking, problem solving, and collaboration skills; WBL and TeFa enhance adaptability, professional communication, and technological literacy; Blended Learning emphasizes digital literacy and learner autonomy; while Cooperative Learning reinforces interpersonal communication, teamwork, and leadership. This study concludes that no single learning model can comprehensively accommodate all aspects of employability skills. Therefore, the diversification and integration of various learning models during the 2015 to 2025 period becomes an essential strategy for building a vocational education ecosystem that is relevant and responsive to industry needs

Ecotheological Leadership in Responding to the Environmental Crisis in Islamic Educational Institutions

Undiadi Undiadi — 2026-01-10

The accelerating environmental the accelerating environmental crisis including ecological degradation, climate change, and the depletion of natural resources poses serious challenges for educational institutions, particularly those carrying moral and spiritual responsibilities such as Islamic schools and madrasahs. This study explores how ecotheological leadership functions as an integrative ethical and managerial paradigm in responding to environmental challenges within Islamic educational institutions through leadership quality management practices. The primary issue addressed is the insufficient integration of ecological values into leadership management models that often emphasize administrative performance while neglecting environmental responsibility and spiritual ethics. Employing a qualitative descriptive approach supported by literature review, in-depth interviews, observations, and document analysis, this research investigates leadership practices grounded in Islamic ecotheological principles, including khalīfat al-arḍ (stewardship of the earth), amānah (trust), and maṣlaḥah (public good). The findings demonstrate that ecotheological leadership plays a crucial role in institutionalizing ecological ethics through participatory governance, curriculum integration, environmentally oriented policies, and accountability mechanisms within quality management systems. These approaches foster sustainability awareness among educators and students while strengthening institutional culture and responsibility. The study concludes that ecotheological leadership provides a transformative leadership model in which environmental stewardship becomes an essential component of educational governance rather than a peripheral initiative, aligning Islamic moral theology with sustainable development goals to ensure educational quality and ecological sustainability for present and future generations

Developing RADEC Learning Model to Strengthen Religious Character and Critical Thinking in Elementary Schools

Nana Suryana — 2026-01-28

This research aims to develop a valid RADEC-based learning model for strengthening religious character values and improving critical thinking skills of elementary school students. The study employed a Research and Development (R&D) approach, limited to the stages of preliminary study, model design, expert validation, and revision. The RADEC learning model was developed by reconstructing its syntax Read, Answer, Discuss, Explain, and Create—through the explicit integration of religious character values and critical thinking indicators at each stage of the learning process. Data were collected using expert validation sheets completed by learning model experts and subject matter experts. The validation aspects included the suitability of learning objectives, clarity of RADEC syntax, integration of religious character values, integration of critical thinking skills, and overall feasibility of the model. Data were analyzed using descriptive quantitative techniques based on average scores. The results of expert validation showed average scores ranging from 4.4 to 4.6, which fall into the very valid category for all assessed aspects. These findings indicate that the developed RADEC-based learning model meets validity criteria and is conceptually feasible for use in elementary education. Therefore, the model can be used as a validated learning model prototype that may be further tested for practicality and effectiveness in future research to support character education and critical thinking development in line with the Pancasila Student Profile

Mapping the Evolution of Engineering Design Thinking: A Systematic Review and Bibliometric Analysis of Scopus Publications (2020 – 2025)

Eva Rahayu Putri — 2026-01-30

Engineering Design Thinking (EDT) has become a critical framework in contemporary engineering education by integrating creativity, human-centered perspectives, and systems thinking to address complex problems. This study aims to map the evolution of EDT research, identify dominant thematic structures, and indicate future research directions through a hybrid approach combining a Systematic Literature Review (SLR) and Bibliometric Analysis. Using the Scopus database, 893 publications published between 2020 and 2025 were analyzed following the PRISMA protocol and VOSviewer was used to visualize co-authorship, citation, and keyword networks. The results reveal a substantial increase in EDT-related publications after 2015, with the United States, China, and Indonesia emerging as leading contributors, indicating a growing global research landscape. Thematic analysis identifies five core and interrelated dimensions of EDT: technology integration, collaboration and communication, ideation and creativity, human-centered design, and systems and sustainability thinking. Despite this growth, empirical investigations and cross-regional collaborations remain limited. By integrating systematic and large-scale bibliometric perspectives and contextualizing recent studies within a broader historical trajectory (1957–2025), this research provides the first comprehensive mapping of EDT’s intellectual development and offers a unified conceptual model to guide future research and educational practice

The Effect of Exposure Time Per Layer on Dimensional Accuracy and Flexural Strength of 3D Printed Denture Bases

Sumitro Sumitro — 2026-02-04

Computer-Aided Design/Computer-Aided Manufacturing (CAD/CAM)-based 3D printing technology is widely used in the manufacture of denture bases due to its precision and efficiency. However, the quality of the printed results is greatly influenced by printing parameters, especially the exposure time per layer that plays a role in the polymerization process of photopolymer resin. This study aims to analyze the effect of exposure time per layer on the dimensional accuracy and flexural strength of denture bases fabricated using Open System 3D Printing technology. This laboratory experimental study used a post-test only control group design. Denture bases were printed using an open system with exposure time variations of 4.5, 5, and 5.5 seconds, and compared with Close System 3D Printing and heat-polymerized acrylic resin (RAPP). Dimensional accuracy was measured in length, width, and height parameters, while flexural strength was tested using the three-point bending test method. Statistical analysis was performed using Welch's ANOVA test and Tukey's extended test (α = 0.05). The results showed that exposure time per layer had a significant effect on dimensional accuracy and flexural strength (p = 0.000). In the open system, the highest length accuracy value was obtained at an exposure time of 5.5 seconds (64.99 ± 0.07 mm), followed by 4.5 seconds (64.98 ± 0.09 mm) and 5 seconds (64.94 ± 0.05 mm). The highest flexural strength value in the open system was obtained at an exposure time of 4.5 seconds (68.90 ± 1.27 MPa), followed by 5.5 seconds (67.29 ± 1.49 MPa) and 5 seconds (66.08 ± 2.32 MPa). The closed system group showed the highest flexural strength value (90.61 ± 2.72 MPa), while RAPP was 73.76 ± 3.60 MPa. It was concluded that the exposure time setting per layer plays an important role in optimizing the dimensional accuracy and mechanical properties of 3D printed denture bases

Eco-Theology–Based Deep Learning as a Paradigm for Environmentally Conscious Islamic Religious Education Learning

Jumaah Jumaah — 2026-02-04

The The escalating global environmental crisis—reflected in climate change, ecological degradation, and declining environmental awareness—poses serious challenges for educational institutions, including Islamic Religious Education. This study examines the integration of eco-theology–based deep learning as a transformative pedagogical paradigm for cultivating environmental consciousness within Islamic Religious Education. The primary issue addressed is the limited integration of ecological values in prevailing instructional practices, which tend to prioritize cognitive achievement while insufficiently fostering ethical awareness and practical responsibility toward environmental stewardship. This research employs a qualitative descriptive approach through systematic literature review and conceptual analysis of educational theories, Islamic teachings, and eco-theological perspectives. The study formulates an integrative instructional framework that synthesizes deep learning principles such as critical inquiry, reflective engagement, collaborative learning, and experiential activities with Islamic environmental ethics grounded in the concepts of khilāfah, amānah, mīzān, avoidance of fasād, and wasatiyyah. The findings indicate that eco-theology–based deep learning promotes holistic student development encompassing cognitive understanding, affective awareness, and behavioral commitment to environmental care. Learners develop an enhanced perception of their role as khalīfah (stewards of the Earth), integrating spiritual consciousness, moral responsibility, and ecological literacy within real-life practices. The study concludes that eco-theology–based deep learning offers a viable and transformative model for reorienting Islamic Religious Education toward sustainability, character formation, and active engagement in addressing contemporary environmental challenges

The Effect of Curing Time on the Impact Strength of Resin Denture Bases Made by 3D Printing Techniques

Kriswandy Putra — 2026-02-06

Advances in additive manufacturing have enabled the fabrication of denture bases using three-dimensional (3D) printing technology; however, the mechanical properties of the resulting materials, particularly impact strength, are highly influenced by post-processing parameters such as curing time. This experimental laboratory study aimed to evaluate the effect of different curing time variations on the impact strength of 3D-printed denture base resin and to compare its performance with that of heat-polymerized acrylic resin (HPAR). A post-test only control group design was employed, in which specimens were divided into four groups consisting of 3D-printed resin with curing times of 4.5, 5.0, and 5.5 seconds, and a control group fabricated from HPAR. The results demonstrated that the 3D-printed resin cured for 5.0 seconds exhibited the highest mean impact strength (1.56 ± 0.14 kJ/m²), followed by the 4.5-second group (1.47 ± 0.09 kJ/m²), while the lowest value was observed in the 5.5-second curing group (1.28 ± 0.23 kJ/m²). In contrast, the HPAR group showed substantially higher impact strength than all 3D-printed resin groups, with a mean value of 2.99 ± 0.97 kJ/m². These findings indicate that curing time optimization significantly affects the impact strength of 3D-printed denture base resin; nevertheless, heat-polymerized acrylic resin remains superior in terms of mechanical toughness for denture base applications

Development of Digital Comic Media to Prevent Bullying in Early Childhood

Faridah Rahmah — 2026-02-27

This study aims to produce a Batam Malay culture-based digital comic media that is feasible, practical, and effective in preventing bullying in early childhood. This research adopted a Research and Development (R&D) framework using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The digital comic was developed using the Ibis Paint X application and tested with 60 children aged 5–6 years at TK Victoria Batam. The data collection techniques included expert feasibility questionnaires, teacher and parent practicality questionnaires, and pretest and posttest observations of children’s empathetic behavior. The research results showed that the digital comic media had a feasibility level of 91.42%, categorizing it as very feasible. The practicality assessment by teachers and parents reached 94.61% and 91.76%, respectively, with a very practical category. In addition, the effectiveness test results showed an N-Gain of 82, indicating a high category. Thus, the Batam Malay culture-based digital comic media was stated to be feasible, practical, and effective as a character education tool in preventing bullying in early childhood

Academic Supervision Based on Mentoring in Improving Teacher Competence

Netti Netti — 2026-03-01

This study aims to examine the implementation of mentoring-based academic supervision in improving teacher competence at SMPN 2 Tebing, Karimun Regency, Riau Islands Province, Indonesia. The research employed a mixed-methods case study design. In the first phase, a quantitative survey involving 29 teachers was conducted using a four-point Likert-scale questionnaire covering lesson planning, classroom implementation, and learning evaluation. The results show a weighted mean score of 2.94, indicating that teacher competence is in the “Good” category, with the majority of responses at the competent level. However, disparities remain, as a small proportion of teachers demonstrate low performance. In the second phase, qualitative data obtained through written interviews, observations, and document analysis revealed that the effectiveness of supervision was influenced by a collaborative pre-observation dialogue, continuous mentoring, and constructive feedback. These factors reduced teacher anxiety, increased openness, and strengthened motivation for professional growth. The findings confirm that mentoring-based academic supervision contributes significantly to sustainable teacher competence development. Strengthening the instructional leadership role of school principals and institutionalizing mentoring-oriented supervision are therefore recommended to achieve higher levels of professional excellence

Linking Instructional Supervision to Teacher Development and School Growth in Early-Stage Islamic Elementary Institutions

Sahbana Ridha — 2026-03-02

Academic supervision is crucial for shaping teacher quality in educational institutions, yet its implementation in newly established Islamic schools remains underexplored. Most research focuses on established schools, creating a critical gap in understanding supervision's role during the formation phase when institutional culture and teacher adaptation are developing. This study addresses this gap by exploring academic supervision at SD Al-Halaby Islamic School, an early-stage Islamic elementary school operating for three years. Employing a descriptive qualitative approach with triangulation, semi-structured interviews, online questionnaires, and documentation analysis, all active teachers (n=25) participated through total sampling, supported by key informants including the principal, foundation board, parents, and community figures. Findings reveal that 92% of teachers reported supervision facilitated adaptation to the Islamic vision, 84% showed pedagogical improvements, and 96% preferred collaborative-reflective models. Challenges include psychological tension (72% initially), time constraints (80%), and nascent supervision culture (44%). Unlike established schools where supervision refines practices, this study demonstrates that supervision in early-stage Islamic schools functions dually as a socialization mechanism and a development tool, contributing to 1,045% enrollment growth. Results underscore that strengthening supervisory capacity as a core strategy not only improves learning quality but accelerates systemic institutional growth, building foundations for reputation and sustainability

Management of Christian Spiritual Programs to Improve Students’ Religious Character

Nonita Barus — 2026-03-04

This study aims to analyze the management of Christian spiritual programs to improve students’ religious character at SMKS Multistudi High School, Batam. The research used a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through questionnaires completed by 41 students, while qualitative data were collected through interviews with the principal, the vice principal for student affairs, the Christian Religious Education teacher, and the Rohkris advisor, as well as activity documentation. Quantitative analysis used descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The research results showed that students’ religious character was in the good to very good category, indicated by increased discipline, responsibility, politeness, and social concern. The findings indicate that the improvement in religious character was influenced by program management, including structured planning, clear task distribution, habit-based implementation, and continuous evaluation. Programs integrated with Christian Religious Education strengthened the internalization of values in school life. Thus, the quality of spiritual program management became the main factor in the success of shaping students’ religious character, not simply the existence of religious activities

Academic Coaching in Higher Education: Mapping the Research Landscape through Bibliometric and Systematic Review

Muhammad Ainurrahman Wahid — 2026-03-07

Academic coaching in higher education has grown rapidly, yet evidence remains fragmented. This study aims to map the global research landscape and synthesize key contributions. A mixed bibliometric–systematic review design was employed. First, a bibliometric analysis using Scopus (search date: 8 October 2025; keyword “academic coaching”) identified 2,154 documents. Second, a PRISMA-guided systematic review screened studies explicitly examining academic coaching in higher education, resulting in 31 articles for synthesis. Findings show sharp growth in publications after 2017, dominated by Anglophone countries particularly the United States and the United Kingdom with strong concentration in medical and health professions education. Thematic analysis highlights coaching as a reflective and relational learning strategy that fosters self-regulated learning, professional identity development, and psychosocial well-being. This review contributes novelty by integrating bibliometric mapping with systematic synthesis, offering a comprehensive framework for academic coaching research. Future studies should broaden contexts beyond Anglophone settings and employ longitudinal designs to strengthen evidence

Effectiveness of School Policies in Improving Quality Through the School-Based Management Approach

Frudensia Mawar Hure — 2026-03-07

This study aims to analyze the effectiveness of school policies in improving quality through the School-Based Management (SBM) approach. The method used was mixed methods with an explanatory sequential research design. The first stage was conducted using a quantitative approach, with a Likert-scale questionnaire administered to parents of students (n = 100), and the survey data were analyzed descriptively. The second stage was conducted using a qualitative approach, with interviews to explain the findings from the quantitative data. The results of the study show that the average score of School-Based Management (SBM) implementation was 3.97 (moderate category), with leadership and decision-making scoring 4.16 as the strongest aspect, curriculum and learning management scoring 4.11 in the good category, evaluation and quality improvement scoring 3.98 in the moderate category, financial and facilities management scoring 3.97 in the moderate category, while parental and community participation scored 3.63 in the moderate category. This study indicates that School-Based Management at SMA Ananda Batam plays a strategic role in improving quality through the principal’s leadership in decision-making, while parental and community participation still needs to be improved through communication forums with a hybrid system. The driving factors for the implementation of School-Based Management include the principal’s transformational-democratic leadership style and a flexible and innovative curriculum, while the inhibiting factors include the absence of a quality assurance team, limited training for improving teachers’ competencies, insufficient maintenance of facilities and infrastructure, and limited communication between parents and the school

Ecotheology-Based Multicultural Islamic Education as a Strategy for Strengthening Moderate Character and Environmental Awareness

Husnul Haetami — 2026-03-07

The escalating global environmental crisis—characterized by ecological degradation, climate change, and declining environmental awareness—poses serious challenges to educational institutions, including Islamic education. This study examines the integration of ecotheology within multicultural Islamic education as a strategic approach to strengthening moderate religious character and enhancing environmental awareness among learners. The main issue addressed is the limited incorporation of ecological ethics and multicultural values in prevailing instructional practices, which often prioritize cognitive achievement while insufficiently fostering moral responsibility toward social pluralism and environmental stewardship. Employing a qualitative descriptive method through systematic literature review and document analysis, followed by thematic content analysis, this research develops an integrative educational model linking theological foundations, multicultural pedagogy, and praxis-oriented learning. The findings demonstrate that embedding ecotheological principles—particularly stewardship (khilāfah), balance (mīzān), and trust (amānah) within dialogical and inclusive pedagogical strategies contributes substantially to the formation of moderate character traits, including tolerance, empathy, cooperation, and peaceful coexistence, alongside the internalization of pro-environmental attitudes and sustainable behaviors. The study concludes that ecotheology-based multicultural Islamic education constitutes a transformative paradigm for cultivating holistic learners who are spiritually grounded, socially harmonious, and ecologically responsible, thereby supporting the realization of sustainable and peaceful communities

Students’ Thinking Processes in Solving Higher Order Thinking Skills (HOTS) Problems Based on Metacognitive Levels

Miptahul Pahmi — 2026-03-07

This study aims to describe students’ thinking processes in solving Higher Order Thinking Skills (HOTS) problems in terms of metacognitive levels among students of class XII MIPA 4 at SMA Negeri 2 Banjarsari. This research employed a qualitative descriptive approach. The subjects were 27 students classified into three metacognitive levels (high, moderate, and low) based on a metacognitive questionnaire. Five students were selected as research subjects: one with high metacognition, two with moderate, and two with low. Data were collected through HOTS written tests, a metacognitive questionnaire, and unstructured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results showed that students with high metacognitive levels performed systematic higher-order thinking through planning, monitoring, and evaluation stages. Students with moderate levels were able to solve problems procedurally but showed limited monitoring and evaluation. Students with low levels experienced difficulties in planning, monitoring, and evaluating their problem-solving processes. In conclusion, metacognitive level influences the quality of students’ thinking processes in solving HOTS problems and highlights the importance of developing metacognitive skills in mathematics learning

The Impact of Digital Learning on Creative Thinking Skills: A Case Study in Grade 12 at SMAIT Al-Multazam Kuningan

Handi Nuryaman — 2026-03-09

This study aims to analyze the impact of digital learning on the creative thinking skills of Grade 12 students at SMAIT Al-Multazam Kuningan. This study used a qualitative approach with a case study design. Data collection was conducted through observation and in-depth interviews with five students selected using a purposive sampling technique based on their active involvement in digital learning. Data analysis was conducted using the interactive model of Miles and Huberman, which included the stages of data reduction, data display, and conclusion drawing. The results of the study showed that digital learning had a positive impact on students' creative thinking skills, as indicated by increased fluency in generating ideas, greater flexibility in developing alternative solutions, and greater originality in completing project-based tasks. The use of digital media, such as learning videos, visual media, and digital design platforms, serves as a stimulus that encourages broader exploration of ideas. The conclusion of this study shows that digital learning can be an effective strategy for developing students' creative thinking skills when supported by systematic learning planning and adequate technological infrastructure

The Effect of Education and Teaching Experience on the Professionalism of Elementary School Teachers

Marwati Marwati — 2026-03-09

This study aims to analyze the effect of education and teaching experience on the professionalism of teachers at State Elementary Schools. The study used a mixed methods approach with an explanatory sequential design. The first stage was conducted using a quantitative survey approach, involving 68 elementary school teachers as research respondents. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability, and were then analyzed using multiple linear regression. The second stage was conducted through qualitative elaboration using limited interviews to explain and strengthen the quantitative findings. The results of the study showed that education and teaching experience simultaneously had a significant effect on teacher professionalism. Partially, education had a positive and significant effect on teacher professionalism, and teaching experience also had a positive and significant effect, with a more dominant contribution. The qualitative findings strengthened the quantitative results by showing that formal education provides a foundation for pedagogical and professional competence, while teaching experience shapes professional maturity, classroom management skills, and reflection on teaching practices. This study concludes that improving the professionalism of State Elementary School teachers requires relevant educational qualifications and adequate teaching experience as part of a process of continuous professional learning