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The Impact of Project-Based Learning on Students' Collaboration Skills in Secondary Schools Mustamin, Kaso; Wahdah, Wahdah; Intiardy, Dermawan; Jumrah, Abrina Maulidnawati; Pattiasina, Petrus Jacob
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.740

The objective of this study was to investigate the influence of project-based learning (PBL) on students' collaborative abilities within the context of secondary education. The investigation encompassed three key areas: communication, teamwork, and collaborative problem-solving.The research employed a qualitative methodology with a case study approach. Data were collected through in-depth interviews, observations, and document analysis of students and teachers. The findings indicated that PBL markedly enhanced students' collaborative abilities, particularly in the domains of communication, teamwork, and problem-solving. However, certain obstacles emerged, including time management and the necessity for more efficacious teacher roles as facilitators.In conclusion, the findings of this study indicate that project-based learning (PBL) has a significant impact on students' collaboration skills, particularly in terms of communication, teamwork, and problem-solving abilities. However, the implementation of PBL in secondary education contexts is not without challenges, including the need for effective time management strategies and the strengthening of teachers' capacity as facilitators. PBL is an effective method for enhancing students' collaborative abilities. However, its implementation necessitates the provision of adequate support in the form of effective time management strategies and the enhancement of teachers' capacity to serve as effective facilitators.

Teachers' Professional Development and Instructional Quality: A Longitudinal Study on Curriculum Reform Implementation in Primary Schools Mustamin, Kaso; Hidayati, Andi; Hidayah; Maq, Mumu Muzayyin; Yusuf
Academy of Education Journal Vol. 16 No. 2 (2025): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v16i2.3088

This longitudinal qualitative study investigates the relationship between teachers' professional development (TPD) programs and instructional quality during curriculum reform implementation in Indonesian primary schools. Using a phenomenological approach, this research examines how TPD initiatives influence teaching practices and classroom instruction quality over time. The study employed semi-structured interviews with 12 primary school teachers participating in Indonesia's curriculum reform, conducted at three time points over 18 months. Data were analyzed using inductive thematic analysis to identify patterns and themes related to teachers' experiences with professional development and changes in instructional quality. Findings reveal four major themes: (1) transformative learning experiences through collaborative professional development, (2) gradual improvement in pedagogical content knowledge, (3) enhanced student engagement through differentiated instruction, and (4) persistent systemic barriers to full implementation. The study demonstrates that sustained, school-based TPD programs significantly improve instructional quality when supported by adequate resources and administrative leadership. However, teachers faced challenges including limited materials, time constraints, and insufficient follow-up support. The research contributes to understanding how longitudinal TPD approaches can effectively support curriculum reform implementation in developing country contexts. Implications include recommendations for policymakers to design comprehensive, sustained professional development programs that address both technical and systemic implementation challenges.

Increasing Elementary Students’ Reading Literacy through Local Folklore-Based Tutoring Everhard, Everhard Markiano Solissa; Mustamin, Kaso; Yani, Ahmad; Handayani, Tri; Sapulette, Viona
International Journal of Community Service (IJCS) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i2.1589

The present study investigates the effectiveness of local folklore-based tutoring activities in enhancing elementary students’ reading literacy skills in Indonesia. Employing a quantitative, quasi-experimental design, the research involved two intact classes of fifth-grade primary school students. The experimental group received literacy tutoring utilizing illustrated local folklore books, while the control group followed the conventional curriculum. Pre- and post-tests were administered to assess development in reading interest and comprehension. Statistical analysis demonstrated a significant difference between the two groups, with the experimental group exhibiting a higher post-test mean (79.74) compared to the control group (68.95), and a gain score of 9.91 versus 1.72, respectively. These findings indicate that integrating local folklore into reading instruction not only increases students' motivation to read but also results in meaningful improvements in literacy outcomes. The results support the adoption of culturally relevant, narrative-based approaches in primary literacy education and underscore the broader role of local wisdom in fostering literacy engagement

Mentoring Elementary School Teachers' Competency Enhancement in Utilizing Digital Platforms and Interactive Content for Kurikulum Merdeka Implementation in Rural Areas Mustamin, Kaso; Karmila, Mila; Sukmayadi, Dodi; Smas, Musa Hefer; Winarko, Triyugo
International Journal of Community Service (IJCS) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i2.1621

This qualitative research investigates the effectiveness of a mentoring program designed to enhance elementary school teachers' competency in utilizing digital platforms and interactive content for implementing Kurikulum Merdeka in rural Indonesian areas. The study employed a comprehensive mentoring approach focusing on the Platform Merdeka Mengajar and interactive digital content creation to address the digital divide in rural education. Twenty elementary school teachers from remote areas participated in a 12-week structured mentoring program. Data collection utilized in-depth interviews, focus group discussions, participant observations, and document analysis. The findings reveal significant improvements in teachers' digital literacy, confidence in technology integration, and student engagement levels. Pre-mentoring assessment showed 65% of teachers had low digital literacy, which improved substantially post-intervention with 100% satisfaction rates among participants. Key challenges identified included limited internet connectivity, inadequate hardware, and insufficient technical training, which were addressed through innovative solutions including mobile hotspot sharing, device lending systems, and peer mentoring networks. The study demonstrates that systematic mentoring programs can effectively bridge the digital competency gap among rural teachers, enabling successful Kurikulum Merdeka implementation despite infrastructure limitations. This research contributes to understanding professional development strategies for educational transformation in underserved regions.

The Impact of Project-Based Learning on Students' Collaboration Skills in Secondary Schools Mustamin, Kaso; Wahdah, Wahdah; Intiardy, Dermawan; Jumrah, Abrina Maulidnawati; Pattiasina, Petrus Jacob
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.740

The objective of this study was to investigate the influence of project-based learning (PBL) on students' collaborative abilities within the context of secondary education. The investigation encompassed three key areas: communication, teamwork, and collaborative problem-solving.The research employed a qualitative methodology with a case study approach. Data were collected through in-depth interviews, observations, and document analysis of students and teachers. The findings indicated that PBL markedly enhanced students' collaborative abilities, particularly in the domains of communication, teamwork, and problem-solving. However, certain obstacles emerged, including time management and the necessity for more efficacious teacher roles as facilitators.In conclusion, the findings of this study indicate that project-based learning (PBL) has a significant impact on students' collaboration skills, particularly in terms of communication, teamwork, and problem-solving abilities. However, the implementation of PBL in secondary education contexts is not without challenges, including the need for effective time management strategies and the strengthening of teachers' capacity as facilitators. PBL is an effective method for enhancing students' collaborative abilities. However, its implementation necessitates the provision of adequate support in the form of effective time management strategies and the enhancement of teachers' capacity to serve as effective facilitators.

Technology Innovations in Education: Their Effects on Student Motivation and Learning Achievement Mustamin, Kaso; Hasbullah, Bahmid; Husain, Husriani; Mislia, Mislia; Intiardy, Dermawan
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i1.1229

The following article discusses the impact of technological innovation in education on students' motivation and learning achievement. This quantitative case study employed qualitative research methods to collect data through in-depth interviews, direct observation, and document analysis on a sample of secondary school students.The results indicate that the integration of technology, such as digital-based learning applications, learning management systems (LMS), and interactive tools, fosters increased student motivation through learning experiences that are more engaging and interactive. The study also identified significant challenges in the implementation of technology and provided recommendations to facilitate more effective integration.

Effectiveness of Online Blended Learning and Critical Thinking Skills of Biology Students in Indonesia: Meta-Analysis Study Arwaty; Rahmah, Andi; Mustamin, Kaso
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5761

This study aims to determine the effectiveness of online blended learning and critical thinking skills of biology students in Indonesia.Â This type of research is a meta-analysis study. This research data comes from 13 national and international journals.Â The inclusion criteria of the meta-analysis are publications derived from google Scholar, ScienceDirect, ERIC, Springer, and Pubmed databases, the study has two classes of experiments blended learning and conventional controls, research publications must be indexed by Scopus, SINTA and WOS, research comes from reputable journals or proceedings and sample size (N) > 20 students. Keyword data search consists of blended learning; blended learning on the critical thinking skills of biology students; students' critical thinking skills; Online blended learning. Data analysis calculates summary effect size, heterogeneity test and analyzes publication bias with JSAP application. The results of the study concluded that the summary effect size value (ES = 1.05) criteria was high and the total sample (N = 1070) of students This finding shows that online blended learning effectively encourages critical thinking skills in biology students compared to conventional learning.

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