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Nurhikma Ramadhana
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Jl. Prof. Dr. Baharuddin Lopa, S.H., Talumung, Majene, Sulawesi Barat
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INDONESIA
Indonesian Journal of Educational Science (IJES)
Published by Universitas Sulawesi Barat
ISSN : 26554402     EISSN : 26226197     DOI : https://doi.org/10.31605/ijes.v3i2
Core Subject : Education,
Other
Indonesian Journal of Educational Science (IJES) is a journal managed by the Faculty of Teacher Training and Education (FKIP) of West Sulawesi University which will publish articles of research related to Role of technology in education, application of psychological concepts to education, importance of curriculum development, sociology of education, Higher Education, Conseling Guidance, Early childhood Education
Arjuna Subject : Umum - Umum
Articles 148 Documents
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A Quasi-Experimental Study on the Effect of Google Classroom-Based Blended Learning on Students’ Interest in Mathematics Amran Yahya; Usman Mulbar
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the effect of a Google Classroom-based blended learning model on students’ interest in learning mathematics. Although previous studies have highlighted the potential of technology integration to enhance student engagement, there is still a lack of empirical research specifically examining its effect on mathematics learning interest using a quasi-experimental design in the context of Indonesian secondary education. Therefore, this study provides important contextualized empirical evidence. This research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of two classes of eleventh-grade students at MAN 1 Polewali Mandar, selected through purposive sampling, with a total of 60 students assigned to experimental and control groups. Data were collected using a validated mathematics learning interest questionnaire and analyzed through normality, homogeneity, and independent sample t-tests at a 5% significance level. The results showed that the mean score of students’ learning interest in the experimental class (84.33) was higher than that of the control class (72.67), with t_count=4.567 > t_table=2.000 (p<0.05). These findings indicate that Google Classroom-based blended learning has a significant effect on improving students’ interest in learning mathematics. The implication of this study suggests that integrating face-to-face and digital learning environments can create more flexible, interactive, and meaningful learning experiences, making it a promising instructional strategy for mathematics teachers in the digital era.
Exploration of Ethnobotanical Values in Mandar Community Wedding and Seven-Month Ceremonies for the Development of Biology Learning Resources Tiara Handayani; Ramlah; Muhammad Mifta Fausan; Nurmuliayanti Muis; Yusrianto Nasir
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6230

Abstract

The Mandar tribe of West Sulawesi maintains well-preserved cultural traditions, including the ritualized use of diverse plant species imbued with symbolic values (ussul) and local ecological knowledge. This study aimed to: (1) identify plant species utilized in the wedding and seven-month ceremonies of the Mandar people in Majene Regency; (2) analyze the symbolic significance (ussul) of each plant from the Mandar cultural perspective based on the Relative Frequency of Citation (RFC) index; and (3) develop an ethnobotanical e-catalog using the ADDIE model as a biology learning resource on biodiversity for Grade X senior high school students. A descriptive qualitative approach was employed, with data collected through semi-structured interviews, direct observation, and documentation involving 21 key informants (customary leaders, traditional shamans, and community members) in the Mangge and Kalasa neighborhoods of Totoli Village, Banggae District, Majene Regency, from April to July 2025. Plant identification was conducted using PlantNet, Plants of the World Online (POWO), and Plantamor. Results revealed 21 species from 16 families in the wedding ceremony and 9 species from 8 families in the seven-month ceremony, predominantly herbs and trees. Seven species recorded the highest RFC values (RFC = 1.00): Cocos nucifera, Piper betle, Areca catechu, Curcuma longa, Oryza sativa, Musa sp., and Eragrostis tenella, each bearing distinct ussul reflecting the philosophy of Mandar life. The findings were compiled into an e-catalog developed through the Analysis, Design, and Development stages of the ADDIE model, validated as highly valid (M = 4.62 out of 5.0) by subject-matter and cultural experts, and deemed suitable as a biology learning resource on biodiversity.
Influence of Running Dictation on Cooperation and English Storytelling Skills Siti Ramlah; Victor Maruli Tua L. Tobing; Hetty Purnamasari
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6571

Abstract

At SMAS Miftahul Ulum Al-Baidowi, the approach to English learning largely relies on teacher-led techniques, which leads to inadequate development of students' speaking abilities and teamwork skills. This research focused on analyzing how the Running Dictation teaching method influences the collaborative skills and storytelling abilities in English of tenth-grade learners. A quasi-experimental design was utilized, specifically a Nonequivalent Control Group Design, with a sample of 54 students. Information was gathered via surveys and storytelling assessments, then processed through independent sample t-tests and MANOVA. The results showed a notable effect of the Running Dictation teaching method, presenting a significance value of 0.000 (less than 0.05). The experimental group recorded a greater average in collaborative skills (17.62) and English storytelling (21.11) when compared to the control group, which had average scores of 12.66 and 15.14, respectively. These findings suggest that the Running Dictation teaching method successfully enhances both the social and academic skills of students. Consequently, it is recommended that educators use this method as an alternative approach to foster engaged, communicative, and cooperative learning.
Social Transformation of the Community to Children's Education in Schools Darman Manda; Dyan Paramitha Darmayanti; Iqbal Arifin
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

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Abstract

Social transformation has influenced changes in people's perceptions of children's education in schools. Education is no longer understood solely as a formal activity but is increasingly seen as an important part of improving the quality of life and the family's future. This study aims to analyze social transformation towards children's education in schools. The research uses a qualitative, descriptive approach. The research was conducted in Minasa Upa Village, Rappocini District, Makassar City, and involved eight informants selected using purposive sampling. Data collection is conducted through observation, in-depth interviews, and documentation. Data analysis uses the Miles and Huberman model, with a Bourdieu perspective, particularly the concepts of habitus and cultural capital. The study's results show that the community has changed its view of children's education in schools. Education is no longer understood as just a formal obligation but is beginning to be seen as cultural capital that influences children's futures and the quality of family life. Social transformation is influenced by technological and information developments, parents' life experiences, the community's social environment, and the family's economic conditions. This research shows that education has become an important part of modern society's social strategy to expand families' social and economic opportunities.
Navigating Artificial Intelligence (AI) in Online Learning: Teachers’ Readiness in Focus Lu'mu Taris; Ruslan; Meili Yanti
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6283

Abstract

The study investigated teachers' readiness to integrate Artificial Intelligence (AI) into online learning environments, with a particular focus on addressing the limited empirical evidence regarding AI readiness among teachers in semi-rural and developing educational environments. While previous research has primarily examined AI literacy and perception in urban or pre-tenured teacher environments, there is still a lack of context-specific understanding of teacher readiness in office, especially in areas with limited technology infrastructure such as Majene Regency, Indonesia. This study examines readiness through three dimensions: conceptual knowledge, technical competence, and professional attitudes towards AI. Using a qualitative descriptive approach, data was collected from fifty high school teachers through document analysis, reflective narratives, and observations to ensure methodological triangulation. These findings suggest that even though teachers show a positive attitude towards AI and recognize its pedagogical potential, their conceptual understanding and technical competence remain. Teachers face challenges in configuring AI tools, interpreting learning analytics, and aligning AI applications with instructional objectives. The study contributes to the literature by providing context-specific empirical evidence on AI readiness in semi-rural educational settings and highlighting the gap between positive attitudes and actual competencies. These findings emphasize the need for practice-oriented professional development, the integration of AI literacy into teacher education programs, and policy support to ensure effective and ethical implementation of AI in online learning.
Implementation of Artificial Intelligence–Integrated Project-Based Learning to Enhance Digital Entrepreneurship Literacy and Student Engagement in Economics Education hariyono hariyono; Umi Hidayati; Suharto
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6047

Abstract

The rapid advancement of digital technology and artificial intelligence (AI) has significantly influenced higher education practices, demanding innovative pedagogical models that foster students’ digital competence, creativity, and engagement. This study aimed to analyze the effectiveness of an artificial intelligence (AI)-integrated project-based learning (PjBL) model in improving digital entrepreneurship literacy (DEL) and learning engagement (LE) among students in economics education. This study employed a two-cycle classroom action research design involving 28 third-semester students enrolled in the Microeconomics course at Universitas Nusantara PGRI Kediri. Data were collected using six instruments: the Digital Entrepreneurship Literacy Scale, the Learning Engagement Scale, the project rubric, the observation sheet, the digital activity log, and reflective interviews. Quantitative analyses included paired-samples t-tests, N-gain, and Pearson correlations, while qualitative data were analyzed thematically. The results showed a significant improvement in both DEL and LE following implementation of the AI-integrated PjBL model. The mean DEL score increased from 76.04 to 102.96 (n-gain = 0.623; p < 0.001), and the mean LE score increased from 60.75 to 79.75 (n-gain = 0.661; p < 0.001). Observations and digital activity logs revealed higher behavioral and cognitive engagement during the learning process. Qualitative findings indicated that students utilized AI tools such as ChatGPT, Google Sheets AI, Gemini, and Canva AI for market research, price elasticity simulations, and digital content design in creative and ethical ways. The study concludes that integrating AI into the PjBL framework effectively enhances students’ digital entrepreneurship literacy, fosters reflective engagement, and supports the development of adaptive, ethical, and innovative learners in economic education.
Manarang Module Based on Ethnomathematics and Augmented Reality to Enhance Students’ Metacognitive in Society 5.0 Nursyam Anaguna; Sri Wardani; Mira; Nurtaqiya
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6231

Abstract

The low metacognitive abilities of students in West Sulawesi and the limited availability of digital learning media that integrate local wisdom are problems faced by teachers in the 5.0 society. The ethnomathematics and Augmented Reality (AR) approaches can be used as solutions to these problems through the use of the Mandar culture of Pattu'du Kumba dance, which contains geometric elements and philosophical values. This study aims to develop Manarang as an ethnomathematics and AR-based digital teaching module to improve students' metacognitive abilities. The research method used was Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants were 26 eleventh graders and one mathematics teacher. The instruments used included teacher and student response questionnaires, as well as pre-tests and post-tests validated by two validators. The results showed that the Manarang Module was valid, practical, and effective as a digital learning module on geometric transformation learning. The effectiveness assessment using the paired sample t-test (p = 0.000 < 0.05) and N-gain score of 0.62 represented a moderate improvement towards students' metacognitive skills. This product is expected to support interactive and contextual learning that is able to improve students' metacognition in realizing quality education.
Exploration of Biology Learning Based on Local Wisdom in Central Java Indonesia Eko Retno Mulyaningrum; Rivanna Citraning Rachmawati; Yuli Kurniati Werdiningsih
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6270

Abstract

This research aims to explore the form of local wisdom that can be integrated in Biology learning at the high school level and analyze the challenges and opportunities for its implementation within the management of the Biology Subject Teacher Conference (Musyawarah Guru Mata Pelajaran/MGMP) of the Senior High School of Central Java Province, Indonesia. The approach used is qualitative with exploratory methods and case studies, involving interviews, Focus Group Discussions, observations, and document analysis. The subject of the study is MGMP Biology administrators who are experienced in the development of locally-based learning. The results of the study show that local wisdom such as nyadran, ngapem traditions, herbal medicine, medicinal plant utilization, and ecosystem observation have been successfully integrated into Biology learning and have a positive impact on students' cognitive abilities, affective attitudes, and psychomotor skills. However, there are several obstacles, such as limited teaching materials, lack of teacher training, lack of collaboration with the community, and limited time and curriculum flexibility. Therefore, collaboration is needed between MGMP, schools, local governments, and universities to develop contextual teaching tools, provide teacher training, and design policies that support Biology learning based on local wisdom values to be more relevant and meaningful for students.
Internalization of Manakarra Values ​​as a Basis for Character Education: Student Attitude in Focus Yusran; Abdul Rahman R; Haedar; Feby Indayani; Sahril
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 1 (2026): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6389

Abstract

The implementation of character education through the local wisdom of the Manakarra values carried out by students at the Faculty of Engineering, Tomakaka Mamuju University is an effort made to implement character education through the local wisdom of the 7 Manakarra values in shaping student behavior. The implementation of character education through manakarra methods using observation sheets and student interviews. The results of the study showed that the average percentage of manakarra mapia ateka' (faithful and pious) was 98.53%, maka' (intelligent and skilled) 100%, matona' (polite and modest) 98.53%, madoro tanni bassi' (honest and trustworthiness) 88.24%, mataratte' (behave in an orderly manner) 98.04%, matutu (be careful) 100%, mature base' base (sincerely serve) 90.20%. The implementation of character education through manakarra values has been implemented well in student activities on campus and outside the campus environment, with this application it can directly shape student behavior.
The Performance Of Madrasah Principals As Supervisors In Fostering Teacher Professionalism At Islamic Educational Institutions Qodiriyah; Samsul Arifin; Saihan
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 2 (2026): Indonesian Journal of Educational Science (IJES) : July 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i2.6394

Abstract

This study aims to examine the performance of madrasa principals as supervisors in fostering teacher professionalism in Islamic educational institutions through a multi-case study at MA Nurul Islam Bades and MA Syarifuddin Lumajang. A qualitative approach with a multi-case design was employed to explore the processes of planning, implementation, and follow-up of academic supervision. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using an interactive model involving data reduction, display, and conclusion drawing. The findings reveal that the two madrasas demonstrate both convergent and divergent supervisory practices. In the planning and implementation stages, MA Syarifuddin Lumajang adopts a more structured and formal approach based on measurable performance indicators, while MA Nurul Islam Bades applies a flexible and context-responsive approach grounded in teachers’ practical needs. Both institutions employ humanistic and collaborative supervision; however, MA Nurul Islam emphasizes a familial-cultural approach, whereas MA Syarifuddin integrates professional and procedural systems. In terms of follow-up supervision, MA Nurul Islam prioritizes personal mentoring, dialogic feedback, and spiritually grounded guidance, while MA Syarifuddin develops systematic programs, including training, formal evaluations, and structured professional learning communities. These findings indicate that teacher professionalism is enhanced through the integration of personal, systemic, and spiritual dimensions. Therefore, this study proposes an integrative supervision model that is adaptive, collaborative, and value-based as an effective strategy to improve teacher professionalism in Islamic educational contexts.

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