Enigma in Education

Effect of a Gamified Web-Based Literature Review Platform on Creative Engagement and Research Self-Efficacy Among Graduate Students

Dwi Valinia Ivanka — 2026-06-03

Nations and universities increasingly recognize the literature review as a core graduate research competency, yet students often experience it as tedious and demotivating. This study investigated the effect of a gamified web-based literature review platform on creative engagement and research self-efficacy among graduate students. The study aimed to test whether gamification enhances graduate research competency. A quasi-experimental pretest–posttest control group design was employed involving 78 graduate students in research methodology courses at a public university in Palembang, Indonesia, during the 2023/2024 academic year. An intervention group (n = 39) used a platform incorporating points, badges, leaderboards, and challenge-based tasks, while a control group (n = 39) used traditional methods over 12 weeks; all scores were expressed on a 0–100 metric. Analysis of covariance with pre-test covariates showed that the intervention group scored significantly higher in creative engagement (74.6 vs 56.2, p < 0.001, d = 1.42), research self-efficacy (69.2 vs 53.1, p < 0.001, d = 1.28), intrinsic motivation (72.8 vs 58.3, p < 0.001, d = 1.15), and literature review quality (68.4 vs 51.7, p < 0.001, d = 1.34), with effects robust after Bonferroni correction. The findings indicate that gamified web-based platforms are an effective pedagogical innovation for the literature review process.

Development and Validation of a Creativity Assessment Rubric for Evaluating Student Projects in Higher Education

Vita Amanda — 2026-06-04

Educators in higher education lack psychometrically validated instruments for assessing student creative output, despite creativity being recognized as a core 21st-century competency. This study aimed to develop and validate the Creative Output Assessment Rubric (COAR) for evaluating student creative projects in university settings. A multi-phase instrument development design was employed at a private university in Palembang, Indonesia, during the 2023/2024 academic year, comprising item generation and expert review (n = 8; S-CVI/Ave = 0.92), pilot testing (n = 45), exploratory factor analysis (n = 215), and confirmatory factor analysis with an independent sample (n = 220). A five-factor structure—Originality, Elaboration, Flexibility, Aesthetic Quality, and Technical Execution—comprising 22 items was confirmed, explaining 67.4% of total variance. The confirmatory model demonstrated good fit (CFI = 0.94; TLI = 0.93; RMSEA = 0.048). Internal consistency was strong (Cronbach's α = 0.93; McDonald's ω = 0.94), inter-rater reliability was adequate (ICC = 0.84; 95% CI: 0.79–0.88), and criterion validity was supported by a significant correlation with independent expert ratings (r = 0.74; p < 0.001). Configural measurement invariance held across four academic faculties. The COAR is a valid and reliable instrument for assessing student creative output in higher education, offering educators a validated scoring framework for the formative and summative evaluation of creative work across academic disciplines.

Effectiveness of an Automated Feedback System on Creative Writing and Scientific Translation Skills Among Undergraduate Students: A Quasi-Experimental Study

Danila Adi Sanjaya — 2026-06-04

This quasi-experimental study investigates the effectiveness of an automated feedback system (AFS) on creative writing skills (CWS), scientific translation skills (STS), and writing self-efficacy (WSE) among undergraduate students. Participants comprised 136 students (experimental group: n = 68; control group: n = 68) from the Department of English Education at a public university in Palembang, Indonesia, enrolled in Writing and Translation courses during a 10-week intervention period. The experimental group received automated feedback through an integrated computer-assisted language learning platform, while the control group received conventional instructor-provided feedback. Pre- and post-test data were analyzed using Analysis of Covariance (ANCOVA), with large effect sizes observed across all dependent variables: creative writing skills (d = 1.84, 95% CI [1.38, 2.30], p < 0.001); scientific translation skills (d = 2.08, 95% CI [1.62, 2.54], p < 0.001); and writing self-efficacy (d = 1.94, 95% CI [1.49, 2.39], p < 0.001). Results demonstrate that automated feedback systems significantly enhance both skill development and learner confidence in academic writing contexts, particularly for skill-intensive tasks requiring iterative practice. The study also underscores the importance of combining automated feedback with periodic instructor guidance and peer collaboration.

Dose-Dependent Association Between Pancasila Student Profile (P5) Curriculum Exposure and Civic Engagement Among Indonesian Secondary School Students

Arya Ganendra — 2026-06-05

The Projek Penguatan Profil Pelajar Pancasila (P5; Pancasila Student Profile Strengthening Project), a defining component of Indonesia’s Kurikulum Merdeka introduced in 2022, was designed to cultivate civic values and participatory dispositions among secondary students through interdisciplinary, project-based learning, yet large-scale quantitative evidence on its association with measurable civic engagement remains scarce. This cross-sectional study evaluated the association between P5 exposure intensity and civic engagement among Indonesian secondary school adolescents, controlling for established sociodemographic confounders. A stratified cluster sample of 312 students (Grades 10–12) was recruited from 18 public and private, urban and rural secondary schools across five Indonesian provinces. Civic engagement was measured with a 25-item instrument adapted from the IEA International Civic and Citizenship Education Study framework (Cronbach’s α = 0.84; composite 0–100; high engagement ≥ 65). P5 exposure was classified as high, moderate, or low from school-level participation scores. Multivariable binary logistic regression identified independent predictors of high civic engagement. Civic-engagement scores increased monotonically across exposure groups (low 49.1, moderate 61.0, high 72.3; ANOVA F(2,309) = 86.85, p < 0.001; η² = 0.36; Cohen’s d = 2.04 for high vs low). High P5 exposure was independently associated with markedly increased odds of high civic engagement (adjusted OR = 17.12; 95% CI 3.82–76.74; p < 0.001), as was each unit of continuous participation (OR = 2.44; 95% CI 1.71–3.48; p < 0.001); the model showed good fit (AUC = 0.82; Nagelkerke R² = 0.41). In conclusion, these findings provide early large-scale quantitative evidence that P5 exposure is robustly associated with stronger civic engagement, supporting high-fidelity, equitable national implementation of the Merdeka Curriculum.

Effectiveness of a Neuroeducation-Based Instructional Intervention on Cognitive Flexibility and Creative Resilience Among Undergraduate Students: A Quasi-Experimental Study

Grace Freya Purba — 2026-06-05

Neuroeducation-based instructional approaches have gained attention for enhancing cognitive outcomes, yet empirical evidence in higher education remains limited. This study aimed to evaluate the effectiveness of an eight-week neuroeducation-based instructional intervention on cognitive flexibility, creative resilience, and academic engagement among undergraduate students. A quasi-experimental pre-test post-test control group design was employed. A total of 124 undergraduate students at a private university in Palembang, Indonesia were assigned to an experimental group (n = 62) receiving the neuroeducation-based intervention and a control group (n = 62) receiving conventional instruction. Cognitive flexibility was measured using the Cognitive Flexibility Inventory (CFI), creative resilience using the Creative Resilience Scale (CRS), and academic engagement using the Academic Engagement Scale (AES). Data were analyzed using analysis of covariance (ANCOVA) controlling for pre-test scores, with bootstrapped effect size confidence intervals (10,000 resamples). The experimental group showed significantly higher post-test scores compared to the control group on cognitive flexibility (p < 0.001, d = 1.72, 95% CI [1.28, 2.16]), creative resilience (p < 0.001, d = 1.89, 95% CI [1.44, 2.34]), and academic engagement (p < 0.001, d = 1.12, 95% CI [0.70, 1.54]). In conclusion, neuroeducation-based instructional interventions can substantially enhance cognitive flexibility and creative resilience among university students, supporting the integration of neuroscience-informed pedagogy into higher education curricula.