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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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An Ethnomathematical Exploration of Geometric Transformations in Torajan Paruki Woven Fabrics Muhammad Nurhusain; Nur Asrawati; Suri Lembang
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

Abstract

This study explored the ethnomathematical aspects of Paruki woven fabrics preserved at the La Galigo Museum by identifying geometric transformations embedded in their motifs and discussing their pedagogical implications for teaching transformation geometry. Paruki woven fabric is a traditional Torajan textile historically associated with ceremonial practices, including Rambu Solo'. The study employed an exploratory qualitative design informed by ethnographic principles, using artifact observation, semi-structured interviews with museum professionals, and document analysis. The findings revealed that the motifs embodied translation, reflection, rotation, and proportional scaling. Translation was the dominant transformation, while reflection and rotation were observed in symmetrical and repetitive motif arrangements, and proportional scaling was identified through similar geometric figures of different sizes. These mathematical patterns were interpreted alongside their cultural meanings, demonstrating the value of Paruki woven fabrics as culturally meaningful contexts for learning transformation geometry. This study extends ethnomathematics research by linking Torajan textile motifs with transformation geometry concepts and highlighting their potential to support culturally responsive mathematics education.
Comparative Policy Analysis of Early Childhood Curriculum Frameworks: Adapting Australian EYLF Values to Strengthen Indonesia’s Kurikulum Merdeka Novita Ashari; Rachma Hasibuan; Mallevi Agustin Ningrum1
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.v8i2.6642

Abstract

While early childhood education (ECE) globally aims to nurture holistic child development, the structural and philosophical execution varies significantly across nations. This study establishes a comparative policy analysis between two prominent frameworks: the Australian Early Years Learning Framework (EYLF) and Indonesia’s Kurikulum Merdeka. Utilizing a qualitative document analysis approach, this research examines the core philosophies, operational structures, and implementation challenges of both curricula. The analysis reveals that while the EYLF anchors its pedagogy heavily on sociocultural interactions, intentional play, and institutionalized family partnerships, Kurikulum Merdeka drives its focus toward curricular autonomy, contextual flexibility, and the civic-moral dimensions of the Pancasila Student Profile. Despite these divergent cultural and systemic origins, the findings indicate a profound synergy in their shared commitment to child-centered and reflective learning environments. Rather than advocating for a literal adoption, this study offers critical policy recommendations for adapting the universal benchmarks of the EYLF—particularly its robust quality assurance and formative assessment methods—to fortify pedagogical bottlenecks currently faced in the nationwide rollout of Kurikulum Merdeka within Indonesian ECE centers.
Statistical Thinking of Prospective Teachers Across Gender, GPA, and Educational Field La Eru Ugi; Anwar; Sardin
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.v8i2.6670

Abstract

Empirical evidence on how demographic and academic characteristics jointly influence prospective teachers' statistical thinking remains limited, particularly in Indonesian teacher education. This study examined differences in statistical thinking based on gender, Grade Point Average (GPA), activity status, and educational field. A quantitative cross-sectional design was employed involving 170 prospective teachers selected through stratified random sampling from a population of 233 students and graduates. Statistical thinking was measured using a modified test and analyzed using the Rasch model and multivariate analysis. The results indicated that statistical thinking remained at a low-to-moderate level, with the lowest performance in describing data (M = 0.39) and data presentation (M = 0.39). Significant differences were found for activity status (p = .023) and educational field (p = .046), but not for gender (p = .390) or GPA (p = .675). This study provides integrated empirical evidence to support the development of context-sensitive statistics curricula and instructional strategies in teacher education.
The Dialectics Of Supervision And The Entrepreneurial Competence Of Madrasah Principals: A Critical Study Of Madrasah Ibtidaiyah In Gresik Regency Ririn Inayatul Mahfudloh; Nurul Hidayati; Marjuki; Khusnan Iskandar; Muhammad Hasyim; Rian Nur Farezi; Fionaldo Satria Devangga
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.v8i1.6734

Abstract

This study aims to analyze the role of educational supervision in enhancing the entrepreneurial competence of Madrasah Ibtidaiyah principals in Gresik Regency. The research employed a qualitative approach with a descriptive design, utilizing in-depth interviews, observations, and documentation studies involving madrasah supervisors and principals as the primary informants.The findings reveal that educational supervision has transformed from a merely administrative function into a collaborative approach oriented toward strengthening entrepreneurial leadership capacity. Madrasah supervisors play strategic roles as facilitators, mentors, and partners through the implementation of mentoring, coaching, structured training, and continuous assistance. Contextual and needs-based supervision strategies have proven effective in improving the entrepreneurial competence of madrasah principals, particularly in terms of program innovation, resource management, and partnership network development.The enhancement of entrepreneurial competence has significantly contributed to the transformation of madrasah management, as reflected in improved managerial effectiveness, learning innovation, and institutional financial independence. These findings indicate that supervision functions as an enabling system in fostering adaptive and sustainable entrepreneurial leadership.This study recommends strengthening supervision models grounded in mentoring and collaboration as a systemic strategy for the development of Islamic education management. The implications of this research extend beyond improving educational quality, contributing also to economic capacity building and community empowerment through madrasah-based entrepreneurship programs
A Quasi-Experimental Comparison Of Cooperative Learning And Direct Instruction For Floor Gymnastics Skill Outcomes Puspodari; Iqbal Arifin; Wasis Himawanto
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.v8i2.6604

Abstract

This study aimed to evaluate the effectiveness of cooperative learning and direct instruction in improving floor gymnastics skills among physical education students. A quantitative approach employing a quasi-experimental pretest–posttest control group design was used. Eighty students participated in the study and were assigned to either the Cooperative Learning group (n = 40) or the Direct Instruction group (n = 40). Floor gymnastics performance was assessed using a validated performance rubric covering four movements: Roll Backward to Handstand (RBH), Forward Handspring (FH), Front Balance (FB), and Shoulder Stand (SS). Performance was evaluated on a five-point rating scale by trained assessors, and the instrument's content validity was established through expert review by gymnastics specialists. Data were analyzed using the Wilcoxon Signed-ranks Test and the Mann–Whitney U Test. The results demonstrated significant improvements in all four floor gymnastics skills within both instructional groups (p < 0.05). Furthermore, the between-group analysis revealed that the cooperative learning group achieved significantly higher posttest performance than the direct instruction group across all four movements, with small to moderate effect sizes (p < 0.05). These findings indicate that although both instructional strategies effectively improved students' floor gymnastics performance, cooperative learning provided greater overall learning gains. Therefore, cooperative learning may be considered a more effective instructional approach for enhancing floor gymnastics skills while promoting active student participation in physical education.
Physical Education Students' Knowledge and Motivation in Lesson Study and Conventional Classes Using Audio-Visual-Supported Learning Suharti; Lalu Moh Yudha Isnaini; Mulyono
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.v8i2.6745

Abstract

The success of learning in physical education is shaped by teaching methods that enhance both cognitive abilities and motivation among students. This research aimed to investigate how the lesson study approach, applied in a learning environment enriched with audio-visual resources, impacts students' understanding and motivation in physical education. A quantitative post-test-only comparison group design was utilized, involving 76 physical education students from Universitas PGRI Adi Buana Surabaya. Participants were assigned to either a conventional learning group (n = 38) or a lesson study group (n = 38), both receiving instruction enriched by audio-visual materials. Data were gathered through a structured knowledge test and the Expectancy-Value Questionnaire. The analysis employed independent-samples t-tests, with a significance threshold set at p < 0.05. The findings revealed that students in the lesson study group scored significantly higher on knowledge assessments compared to those in the conventional group (87.5 vs. 73.5; p = 0.01). Conversely, motivation scores were marginally greater for the lesson study group than for the conventional group (4.8 vs. 4.6), although this difference lacked statistical significance (p = 0.62). These results suggest that the implementation of lesson study in an audio-visual-supported learning context is linked to improved knowledge performance for physical education students, while its impact on learning motivation did not show statistical support.
The Combination of Deep Learning and TGT Learning Models to Improve Learning Outcomes and Tennis Groundstroke Technique Skills Wasis Himawanto; Haryo Mukti Widodo; Puspodari
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.v8i2.6746

Abstract

Groundstroke is a fundamental tennis skill that requires both conceptual understanding and accurate technical execution; however, many Physical Education (PE) students experience difficulties in mastering these aspects through conventional instructional approaches. This study aimed to examine the effect of integrating the Deep Learning pedagogical approach and the Team Games Tournament (TGT) model on students’ learning outcomes and groundstroke technical skills in tennis education. A quasi-experimental posttest-only control group design was employed involving 80 PE students divided into experimental and control groups. Data were collected using a cognitive learning achievement test and a groundstroke performance assessment rubric. Descriptive statistics and the Mann–Whitney U test were used for data analysis. The results showed that the experimental group achieved higher scores than the control group in both learning outcomes and technical performance. The experimental group obtained a mean learning outcome score of 91.70 ± 6.49 compared with 65.20 ± 8.46 in the control group, while groundstroke technical performance scores were 27.60 ± 2.89 and 16.25 ± 1.21, respectively. The Mann–Whitney U test indicated significant differences between groups for learning outcomes (p < 0.001) and groundstroke technical skills (p < 0.001). These findings demonstrate that integrating meaningful learning processes with cooperative and competitive activities through Deep Learning and TGT can provide an effective instructional strategy for improving cognitive understanding and technical performance in tennis education.
Enhancing University EFL Speaking and Listening Skills through AI-Based Conversational Tools Naila Lutfia; Edi; Fauzi Bafadal
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.v8i2.6842

Abstract

Artificial intelligence (AI)-based conversational tools are increasingly being integrated into English as a Foreign Language (EFL) learning because they offer flexible opportunities for language practice and immediate feedback. However, limited research has explored how university EFL students perceive the use of these tools to support speaking and listening development within the Indonesian higher education context. This study aimed to investigate EFL students' perceptions and experiences of using AI-based conversational tools, particularly ChatGPT, to support English speaking and listening learning. The study employed a qualitative descriptive design supported by descriptive questionnaire data. Thirteen undergraduate EFL students (8 females and 5 males), aged 19–23 years, from Muhammadiyah University Mataram, Indonesia, participated in the study. Data were collected through a five-point Likert-scale questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Three major themes emerged from the findings. First, participants perceived that AI-based conversational tools promoted learner autonomy and confidence by providing immediate feedback, flexible opportunities for independent practice, and a supportive environment for speaking and listening practice. Second, participants reported that AI tools assisted with grammar, vocabulary, pronunciation, and listening comprehension but were less effective in addressing the sociolinguistic and contextual nuances of authentic communication. Third, participants perceived AI-based conversational tools as valuable complements to classroom instruction by encouraging more active participation and self-directed learning rather than replacing lecturer-guided interaction. These findings suggest that AI-based conversational tools are perceived by students as useful supplementary resources for supporting English language learning. The study contributes context-specific evidence from Indonesian higher education and offers practical implications for educators seeking to integrate AI-based conversational tools into EFL teaching while maintaining the essential role of authentic human interaction in language development.

Page 15 of 15 | Total Record : 148

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