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<![CDATA[INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS ]]>
<![CDATA[Sibanda, Senzeni]]>;
<![CDATA[Rambuda, Awelani Melvin]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4095
<![CDATA[In this empirical paper, the authors discuss the challenges experienced by the intermediate phase teachers in the implementation of formative assessments in mathematics teaching and learning. Numerous reports regarding South African learners' poor performance in mathematics necessitated the research. Challenges associated with the language of learning and teaching are the primary contributors of this issue. The paper is grounded in the social constructivist theory which places emphasis on the notion that learning occurs when learners are provided with opportunities to apply the cultural psychological mechanisms they utilize, that include mathematical concepts, language, and diagrams and then taught the way to apply those mechanisms as to gain an in-depth comprehension of (some) phenomenon. In this quantitative paper, the questionnaire was administered to 151 respondents to elicit information on assessment challenges. The study found that the implementation of formative assessments poses a challenge to most of the in-service teachers. Considering these findings, the study recommends that subject advisors and policy makers provide ongoing professional development for teachers regarding the implementation of formative assessments. Additionally, teachers should employ the social constructivist approach while assessing learners, particularly for projects and investigations as forms of formative assessments.]]>
<![CDATA[DEVELOPMENT OF MANDAILING NATAL FOLKLORE TEACHING MATERIALS BASED ON LOCAL WISDOM OF MARSALI WITH THE AID OF CANVA ONLINE COMICS ]]>
<![CDATA[Hasibuan, Nikmah Sari]]>;
<![CDATA[Pulungan, Husniah Ramadhani]]>;
<![CDATA[Azelia, Cindy]]>;
<![CDATA[Hutabarat, Anis Pitria]]>;
<![CDATA[Nanda, Nanda]]>;
<![CDATA[Wahyudi, Angga]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4106
<![CDATA[This study aims to develop and test the effectiveness of digital comics based on the Marsali method as an interactive learning medium in introducing Mandailing Natal folklore to students. The Research and Development (R&D) method was used in this study, involving five main stages: analysis, design, development, implementation, and evaluation. The results of the study showed that the use of digital comics developed with the Canva application, as well as involving students in Marsali practices, successfully increased their interest and understanding of folklore. Of the 30 students who participated, 85% reported an increase in interest in folklore after studying the comics, and 90% felt that the comics helped them understand the material. In addition, the evaluation also showed an increase in active participation in class discussions. The use of digital comics based on Marsali has proven to be an effective medium in preserving local culture and enriching student learning through a visual and interactive approach that is relevant to the younger generation. This study concludes that digital comics based on local culture can be an effective tool in education, especially in maintaining the sustainability of folklore and cultural heritage in the digital era.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENT’S MOTIVATION AND THEIR READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 1 RAJABASA ]]>
<![CDATA[Safitri, Ketut]]>;
<![CDATA[Wahyudin, Achmad Yudi]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4142
<![CDATA[There are many factors that can influence reading comprehension. Reading motivation and comprehension are two key aspects in creating successful readers. The purpose of this study is to investigate the correlation between student’s motivation and their reading comprehension at eleventh grade of SMAN 1 Rajabasa and to find out the problems faced by the students during the reading process. 30 students of class 11 Merdeka 2 were sampled for data collection. Data were collected using the MRQ questionnaire, reading test and interview. Pearson product moment correlation was used to determine the correlation and strong relation between student’s motivation and reading comprehension which was 0.685. Then, the interview data shows that there are several problems that usually faced by students, such as vocabulary with double meaning and also a noisy environment.]]>
<![CDATA[STUDENT'S SELF-ESTEEM AND ITS INFLUENCE ON SPEAKING ABILITY AT SECONDARY SCHOOLS IN LAMPUNG ]]>
<![CDATA[Rahma, Eva Agustina]]>;
<![CDATA[Wahyudin, Achmad Yudi]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4143
<![CDATA[This study focuses on the relationship and influence between students' self-esteem and students' English ability. Speaking is an important language skill, especially in a global setting where English is required for success in many areas. The study's goal is to evaluate if self-esteem has a substantial influence on students' speaking ability, as well as to uncover variables that contribute to poor self-esteem. Data were collected from 10th graders at a public school in South Lampung using questionnaires, speaking exams, and interviews. Using Pearson's correlation in SPSS.26, a sample of 36 students yielded a correlation value of 0.446, demonstrating a modest positive association between self-esteem and speaking ability. Peer comparison, dependence on external validation, emotional responses to failure, family dynamics, social support, and instructor evaluation are all factors that influence one's self-esteem. Addressing these issues is critical for increasing students' resilience and cultivating a more positive self-image, which can lead to improved speaking ability.]]>
<![CDATA[SHARING BEHAVIOR IN THE CONTEXT OF ALTRUISM AS A FORM OF STRATEGY FOR BUILDING EMPATHY AND SOLIDARITY ]]>
<![CDATA[Suhardita, Kadek]]>;
<![CDATA[Widana, I Wayan]]>;
<![CDATA[Degeng, I Nyoman Sudana]]>;
<![CDATA[Muslihati, Muslihati]]>;
<![CDATA[Indreswari, Henny]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4145
<![CDATA[Sharing behavior is a key in altruism that serves as a strategy to strengthen empathy and solidarity within the community (Guttman et al., 2016). This study investigates the relationship between sharing behavior and altruism, and its effects on the development of empathy in the community. The literature review shows that the act of sharing not only strengthens social relationships but also increases understanding between individuals (Chiu et al., 2006). When individuals engage in sharing, they tend to be more caring towards others, and create a more cooperative environment (Schor & Fitzmaurice, 2015). Sharing behavior also plays a role in strengthening group solidarity, building trust and support among community members. Studies show that communities with a strong culture of sharing are better able to face various social and economic challenges (Carleton & Hsiang, 2016). However, barriers such as stigma and mistrust can hinder participation in sharing. Therefore, it is important to design interventions that can overcome these barriers and raise awareness of the importance of sharing as a form of altruism. Thus, it can be said that sharing behavior has an important role in building empathy and solidarity, and requires collaboration from various sectors to create a more inclusive and empathetic society (Tomasello et al., 2005)]]>
<![CDATA[IMPLEMENTATION OF JEAN PEAGET’S THEORY OF CONTRUCTIVISM IN LEARNING: A LITERATURE REVIEW ]]>
<![CDATA[Erawati, Ni Ketut]]>;
<![CDATA[Adnyana, Putu Budi]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4148
<![CDATA[The theory of constructivism, developed by Jean Piaget, emphasizes that knowledge is constructed through directexperience and social interaction. The implementation of constructivist principles in learning aims to create an environment that supports students' active exploration and deep understanding. This article examines various methods of applying Jean Piaget's theory in educational contexts, including problem-based learning, projects, hands-on experiments, and group discussions. The method used in this research is a literature review by reviewing several relevant literature studies related to constructivist learning. Where this learning was initially teacher-centered, constructivism has become student-centered to help them better understand abstract concepts. Although there are challenges in implementation such as teacher readiness and limited resources, the application of constructivism theory provides an opportunity to create a more meaningful and effective learning experience. The result of the literature review is that Jean Piaget's theory of constructivism in learning provides a strong framework for enhancing the learning experience, so by applying these principles, educators can create a more effective learning environment and holistically support students' cognitive development.]]>
<![CDATA[HOW TO ENHANCE MOTIVATION AND BIOLOGY LEARNING OUTCOMES? ]]>
<![CDATA[Dharmadewi, A.A. Istri Mirah]]>;
<![CDATA[I Gusti Ayu Rai]]>;
<![CDATA[Jayantika, I Gusti Agung Ngurah Trisna]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4189
<![CDATA[The study aims to determine the effect of inquiry-based learning strategies assisted by presentations and tiered questions on the motivation and biology learning outcomes of 10th-grade students at SMA Negeri 2 Denpasar. This type of research is classified as quasi-experimental with an Non-Equivalent Post-Test-Only Control Group Design. The sample in this study consists of students from class X IPA 7 and class X IPA 5 at SMA N 2 Denpasar, involving a total of 2 classes selected using the random sampling technique. The data obtained is quantitative data in the form of learning motivation scores and biology learning outcomes. Analysis using MANOVA with the help of SPSS 23.0 for Windows. The results of the hypothesis test show the following results: there is an influence of the inquiry learning strategy assisted by presentations and tiered questions on motivation, there is an influence of the inquiry learning strategy assisted by presentations and tiered questions on learning outcomes, there is a simultaneous influence of the inquiry learning strategy assisted by presentations and tiered questions on motivation and biology learning outcomes in the X IPA class at SMA Negeri 2 Denpasar.]]>
<![CDATA[THE INFLUENCE OF CULTURALLY RESPONSIVE TEACHING ON THE CRITICAL THINKING ABILITY IN GRADE IV STUDENTS OF MIS YMPI TANJUNG BALAI ]]>
<![CDATA[Susanti, Eny Yulia]]>;
<![CDATA[Sari, Suci Perwita]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4204
<![CDATA[This study aims to determine the influence of the culturally responsive teaching (CRT) approach on the critical thinking ability of fourth grade students in theme 8, subtheme 2, lesson 3 at MIS YMPI Tanjung Balai for the 2022/2023 academic year. This research uses a quasi experimental method, divided into an experimental group and a control group. The population and sample consist of 44 students with class IV A as the experimental class (21 students) and clas IV B as the control class (23 students). The data collection technique used is a critical thinking skills test, adapted to the students cognitive level according to Bloom’s Taxonomy (C4-C6). The data analysis technique employed is the independent sample t-test to determine whether there is an effect of using the culturally responsive teaching (CRT) approach on students critical thinking ability. Based on the research results, the average score for the experimental class was 81,13 while the control class average 65,40 as evidenced by the students post test results. Hypothesis testing showed a Sig. (2-tailed) result of 0.000 < 0.05, indicating that Ha is accepted, and H0 is rejected. This means that there is a significant influence of culturally responsive teaching (CRT) on the critical thinking ability of fourth grade students at MIS YMPI Tanjung Balai.]]>
<![CDATA[THE INFLUENCE OF A GUIDED INQUIRY LEARNING MODEL IN IMPROVING STUDENTS' CREATIVE THINKING ABILITIES: A META-ANALYSIS STUDY ]]>
<![CDATA[I Made Elia Cahaya]]>;
<![CDATA[Ni Made Ayu Suryaningsih]]>;
<![CDATA[I Made Yoga Parwata]]>;
<![CDATA[Christiani Endah Poerwati]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4211
<![CDATA[Critical thinking skills are necessary in everyday life and are the main competencies that students must have in the 21st century which is full of competition. The guided inquiry learning model improves students' creative thinking skills and is able to bridge the theory obtained at school with the real world in society. This research is a meta-analysis research aimed at analysing the influence of the guided inquiry learning model in improving students' creative thinking abilities. Data was obtained from searching scientific articles published in accredited journals Science and Technology Index (SINTA). Articles published from 2016 to 2022. The research sample that met the inclusion and exclusion criteria was 7 articles. Data were analysed using the JASP V. 0.11 software application. Heterogeneity test results showed Q value = 63.426 and p value < 0.001. Model combining effect size used random effect model. The research results showed a combined effect size value of 1.10 with a very high effect category and Fail-safe test results N> 5k + 10, indicating there was no publication bias. The results of this meta-analysis research contributed to strengthening the findings of previous research.]]>
<![CDATA[GREEN CHEMISTRY LEARNING TRANSFORMATION: YOUTUBE INTEGRATED INTERACTIVE VIDEO TO IMPROVE CRITICAL THINKING SKILLS ]]>
<![CDATA[Sumanik, Novike Bela]]>;
<![CDATA[Arismunandar, Arismunandar]]>;
<![CDATA[Nurhikmah, Nurhikmah]]>;
<![CDATA[Indrawati, Nenny]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i3.4218
<![CDATA[The use of technology as a learning medium is a necessity that needs to be fulfilled in the learning process. Technology provides a more pleasant and interesting learning atmosphere, one of which is learning media in the form of interactive learning videos. The purpose of the study was to produce a product in the form of an interactive learning video of green chemistry integrated with YouTube to improve students' critical thinking skills. The research instrument was a validation sheet, Likert scale questionnaire, interview guidelines, and pretest and posttest questions on critical thinking skills. The learning video has been validated by material experts with an average of 90% and media experts with an average of 88% in the very valid category. Furthermore, it was tested in small groups with an average of 89% and field trials with an average of 90%. The effectiveness test was 77% with the effective category. The results of this research are that the learning video products developed are valid, practical, and effective in improving students' critical thinking skills. In addition, the results of the evaluation of students showed an increase in critical thinking skills after using the learning video. The use of YouTube-integrated videos allows wider access and flexibility in learning and is by the times. This research concludes that green chemistry learning videos integrated with YouTube can be an effective alternative to chemistry learning.]]>
