Enhancing SKD Readiness in Peripheral Regions - A Visual-Digital Approach and Public Speaking Pedagogy to Achieve Performance Equity in Kupang City

Aug 29, 2026

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Persistent educational inequality in peripheral regions undermines students’ competitiveness in high-stakes standardized assessments, especially when instruction misaligns with the cognitive and affective demands of such tests. This study evaluates an integrated visual-digital and public speaking pedagogical model to improve readiness for the Basic Competency Test (SKD) in Kupang City, Indonesia. Using a mixed-methods quasi-experimental pretest–posttest design with 60 senior high students, results show significant gains across domains, strengthened engagement and motivation, and evidence that pedagogical integration outperforms technology alone.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Educational inequality in peripheral regions

Limitations of digital education without contextual readiness

SKD as a gateway assessment in Indonesia

Evidence gaps and local challenges in Kupang

Methods and Intervention (pretest–posttest mixed-methods design)

Multimedia-based instruction for analytical reasoning and knowledge

Public speaking training for confidence and situational judgment

Results

Quantitative improvements across cognitive and affective domains

Qualitative mechanisms: engagement and motivation

Enhancing skd readiness in peripheral regions: A visual-digital approach and public speaking pedagogy to achieve performance equity in kupang city Adellia Agusta1 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Mariano A.T. Nugraha5 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Noverius Henutesa Nggili2 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Yuan Valentino Elim6 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Roidah 'Afro'3 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Dalmasius S. Naif7 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Sirilus N.M. Lelan4 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Aprianus R. Modena8 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia Descorina Priscilla Br Sitompul9 BAPPERIDA Provinsi Nusa Tenggara Timur, Indonesia | Article Info | Abstract
Persistent educational inequality in peripheral regions continues to undermine students’ competitiveness in high-stakes standardized assessments, particularly when instructional practices remain misaligned with the cognitive and affective demands of such tests. Addressing this gap, this study investigates the effectiveness of an integrated visual-digital and public speaking pedagogical model in enhancing students’ readiness for the Basic Competency Test (SKD) in Kupang City, Indonesia. Employing a mixed-methods quasi-experimental design with a pretest–posttest structure, the study involved 60 senior high school students selected through purposive sampling. The intervention combined multimedia-based instruction to strengthen analytical reasoning and general knowledge with public speaking training to develop confidence and situational judgment. Quantitative analysis using paired sample t-tests and effect size measures revealed statistically significant improvements across all domains, with large effects observed in cognitive outcomes and moderate yet meaningful gains in affective competencies. Qualitative findings further indicated increased engagement, motivation, and active participation as key mechanisms underlying these improvements. Importantly, the results demonstrate that pedagogical integration exerts a more decisive influence on learning outcomes than technological infrastructure alone, challenging dominant assumptions in digital education discourse. The study advances a novel dual-domain learning framework that explicitly integrates cognitive processing and affective readiness as interdependent drivers of performance. From a practical standpoint, the findings offer a scalable and contextsensitive instructional model for underserved regions. Ultimately, this research argues that achieving educational equity requires not merely expanding access to technology, but fundamentally reconfiguring pedagogy to align with the holistic learning needs of students in resource-constrained environments. | | --- | --- | | Article history:
Received: 28, 01, 2026
Revised: 13, 03, 2026
Accepted: 27, 03, 2026 | | | Keywords:
Multimedia learning;
Public speaking pedagogy; Rural education equity; SKD performance readiness; Visual-digital instruction. | | | To cite this article: Misnan., Muhibuddin., Hayati, Hadi, A., Nurbayani. (2026) . Character development of student
independence at al-falah abu lam u modern islamic boarding school, aceh. Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan, 24(01), 360-370. | | INTRODUCTION Educational inequality remains a persistent global concern, particularly in peripheral and low-resource regions where access to high-quality learning opportunities is structurally constrained. Despite rapid advancements in digital education, disparities in learning outcomes continue to widen between urban and rural populations, reflecting unequal access to infrastructure, technological resources, and pedagogical innovation (Nthambeleni & Motadi, 2025; Olanrewaju et al., 2021). In many developing contexts, including Indonesia, these dispariti

FAQs

What problem does the study address in peripheral regions?

It addresses persistent educational inequality that reduces students’ competitiveness in standardized SKD assessments due to misaligned instruction and limited contextual readiness.

What learning model does the study test for improving SKD readiness?

The study tests an integrated visual-digital multimedia approach combined with public speaking pedagogy to strengthen analytical reasoning, general knowledge, confidence, and situational judgment.

How were the students’ improvements measured?

The research uses a mixed-methods quasi-experimental pretest–posttest design with 60 senior high school students and analyzes outcomes with paired sample t-tests and effect size measures.

Aug 29, 2026

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