Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Educational Management and Leadership Indonesian Science Education Journal (ISEJ)
Elyas Djufri
Universitas Sarjanawiyata Tamansiswa, Indonesia
Agriculture, Biological Sciences & Forestry Education Other

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Development of Interactive Multimedia Integrating Problem-Based Learning and Banjar Ethnomathematics to Improve Mathematics Learning Outcomes among Second-Grade Elementary Students Ritwanto Ritwanto; Sukiyanto Sukiyanto; Pardimin Pardimin; Elyas Djufri; Wachid Pratomo
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2591

Abstract

Mathematics learning in elementary education continues to present significant challenges, particularly in fraction concepts that require young learners to transition from concrete experiences toward abstract relational understanding. This study aimed to develop and evaluate an interactive multimedia learning product integrating Problem-Based Learning (PBL) and Banjar ethnomathematics to improve second-grade elementary students’ mathematics learning outcomes in fraction learning. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, encompassing analysis, design, development, implementation, and evaluation phases. Data were collected through teacher interviews, teacher and student needs analysis questionnaires, expert validation sheets, teacher and student practicality questionnaires, and learning outcome assessments covering cognitive, affective, and psychomotor domains. Expert validation involved three validators representing content, instructional media, and classroom practice expertise. The developed multimedia demonstrated strong overall validity (92.75%) and high practicality based on teacher (91.11%) and student (84.60%) evaluations. Reliability analysis indicated acceptable to excellent internal consistency across the evaluation instruments (Cronbach’s alpha = 0.716–0.925). Effectiveness testing using a paired-samples t-test revealed a statistically significant improvement in students’ cognitive learning outcomes, with mean scores increasing from 14.7 (pretest) to 23.7 (posttest), t(167) = -33.2, p < .001, with a very large effect size (Cohen’s d = 2.56). Complementary findings also indicated positive affective (M = 8.14) and psychomotor (M = 11.93) learning outcomes. These findings suggest that the intentional integration of interactive multimedia, scaffolded problem-based pedagogy, and culturally contextualized Banjar ethnomathematics can create an effective, engaging, and contextually meaningful instructional environment for supporting elementary fraction learning
Inclusive education management: A case study on planning and organizing at Syuhada Mosque primary school Desmutri Hasanawati; Akbar Al Masjid; Elyas Djufri; Dinar Westri Andini
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.2048

Abstract

Purpose – Inclusive education is a form of equitable education that seeks to provide equal educational opportunities and services for all pupils. The successful implementation of inclusive education is influenced by various aspects of school management, including planning and organizing. This study aims to describe the planning and organizing of inclusive education at Masjid Syuhada Primary School. Method – This study employed a qualitative approach with a case study design. The research was conducted at Masjid Syuhada Primary School, which implements inclusive education. Five participants were involved in the study, comprising the headteacher, teachers, and school staff who are involved in the management of inclusive education at the school. Data were collected through in-depth interviews and analyzed using thematic analysis, involving a process of coding, categorization, and theme development based on the approach proposed by Braun and Clarke. Findings – The thematic analysis identified two main themes: (1) assessment- and pupil-needs-based planning for inclusive education, and (2) organizing inclusive education through collaboration and role-sharing. In addition to these two main themes, an inclusive school culture emerged as a cross-cutting theme. The findings indicate that the management of inclusive education is implemented through planning based on assessment results and pupils’ needs, as well as organization supported by multi-stakeholder collaboration and a structured division of roles. An inclusive school culture serves as a key reinforcing factor underpinning the overall implementation process.
Co-Authors Akbar Al Masjid Desmutri Hasanawati Dinar Westri Andini Pardimin Pardimin Ritwanto Ritwanto Sukiyanto Sukiyanto Wachid Pratomo