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Rees Jati Prakasa
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Indonesian Journal of Educational Development (IJED)
Published by Universitas PGRI Mahadewa Indonesia
ISSN : 27223671     EISSN : 27221059     DOI : -
Core Subject : Education,
Education
The journal publishes research articles on the development of learning, measurement and evaluation of education, and management of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Search results for , issue "Vol. 6 No. 3 (2025): November 2025" : 30 Documents clear
Development of an integrated learning device Wordwall application: An elementary school student's science literacy skills Sugiharti, Asih; Sulianto, Joko; Buchori, Achmad
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4829

Abstract

The low skills of science teachers, who often lack adequate education levels, mastery of the subject matter, and effective teaching techniques, negatively impact literacy. Therefore, this study aims to develop an integrated learning tool for Wordwall applications to enhance students' scientific literacy skills, ensuring validity, practicality, and effectiveness. This study employed a research and development approach with a four-dimensional (4D) model design. We conducted this research at Public Elementary School 02 Wonokerso. The data collection instruments used were validity sheets, student worksheets, teacher and student response questionnaires, and assessment questions. The study's findings indicated that the learning tools met valid criteria, with the module assessment, student worksheet, and assessment question scores being 82.41, 84.09, and 84.17, respectively. Practicality tests from student and teacher questionnaires meet practical criteria (92.52 and 93.75), respectively. The learning tools are helpful because the "Paired Samples Correlations" (Sig. value of 0.00) and the results of the N-Gain Test fall into the moderate category (average 0.384 and 0.222). Therefore, it is concluded that the proposed integrated Wordwall learning device is valid, practical, and effective. Teachers can use Wordwall's interactive activities to improve primary school science literacy. Wordwall promotes active, fun learning in groups and individually, creating a dynamic learning environment.
Development of an integrated textbook flipbook BUTERI to enhance students’ creative innovation and academic resilience Ali Yusuf, Furtasan
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4839

Abstract

The increasing demand for innovative and character-strengthening learning media in higher education highlights the urgency of this research. This study aims to develop an integrated textbook flipbook BUTERI capable of enhancing students’ creative innovation and academic resilience. The research method employed is Research and Development, utilizing the 4D model (Define, Design, Development, and Disseminate). The research sample consisted of 60 fifth-semester students from the elementary school teacher education study program, selected through purposive sampling. Data collection techniques included a creative innovation test and non-test techniques such as observation, interviews, academic resilience questionnaires, and documentation. Qualitative data analysis involved data collection, data reduction, data presentation, and conclusion, while quantitative data analysis employed descriptive and inferential statistical analysis. The research findings indicate: (1) Define: Needs analysis revealed the necessity for innovative media to enhance creative innovation and academic resilience; (2) Design: Interactive technology-based media, materials, and evaluations were designed; (3) Development: The media was validated, tested, and proven effective in improving learning outcomes; and (4) Disseminate: The product was disseminated through FGDs and implemented in lectures, and it was proven to enhance creative innovation and academic resilience with positive responses. This study concludes that the integrated textbook flipbook BUTERI can enhance students’ creative innovation and academic resilience.
Evaluation of the industry 4.0-based vocational high school development program Suseno, Imam; Munali; Dewi, Shinta; Nurdin
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4985

Abstract

The Directorate of Vocational High Schools (SMK) of the Ministry of Education, Culture, Research, and Technology has allocated government assistance funds for vocational high schools developed in accordance with Industry 4.0 for the 2021-2024 period. This program is designed to enhance the quality of graduates in line with the industrial world's needs, particularly in Special Economic Zones (SEZs) and Industrial Zones (IZs). Using the CIPP model to examine the impact of the Industry 4.0-based vocational high school development program, a proportional random sampling method was employed to select 63 schools as respondents. Data was collected through questionnaires, observations, and in-depth interview guides. Analysis of data from various sources concluded that there were positive impacts from the development of vocational secondary schools, including: digitization of the educational process; preparation for the adjustment of competencies required by in-dustry through the adjustment of the Industry 4.0-based curriculum; activation of the Learning Management System; optimization of the role of industry practitioners to im-prove the competencies of teachers and educators in schools; and renewal of practice room facilities and practice equipment. It is recommended that this program be continued and its distribution expanded outside SEZs and IZs.
Enhancing preservice teachers’ metacognition and critical thinking through the ERIC Darmawan, Ericka; Ramadani, Shefa Dwijayanti; Normawati, Afi; Krisma, Dita Aldila; Admawati, Harsi; Agustyaningrum, Nina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5026

Abstract

Metacognitive and critical thinking skills are essential skills for being an effective learner. However, the results of previous studies indicate that these two skills in preservice teachers still require improvement. This research aimed to investigate the potential impact of the Exploring-Resuming Integrated Criticizing (ERIC) learning strategy on enhancing the metacognitive and critical thinking skills of preservice teachers. The study employed a quasi-experimental research design with a pretest and post-test component. The research population consisted of all biology education students at a university in Magelang City, Central Java, Indonesia. The sample consisted of 54 students from two classes enrolled in Plant Physiology, selected via cluster random sampling. Data on metacognitive and critical thinking skills were collected through pretest and posttest essay assessments. The data were analyzed using Analysis of Covariance (ANCOVA). The results of this study showed that the ERIC learning strategy has a significant impact on the preservice teachers’ metacognitive and critical thinking skills. We found that implementing ERIC learning led to higher metacognitive and critical thinking skills than those taught with a traditional approach. The research results recommend that ERIC be implemented as an active learning strategy to encourage the development of metacognitive and critical thinking skills.
Artificial intelligence and its effects on critical thinking and problem-solving abilities in higher education Aprianto, Ide; Sofyan; Rahmawati, Sophia; Sufyadi, Susanti
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5030

Abstract

The urgency of this research lies in the need to critically examine how the integration of Artificial Intelligence, particularly ChatGPT, influences the development of higher-order cognitive skills, ensuring that technological advancement in higher education aligns with the goals of meaningful and reflective learning. This study aims to analyze the impact of Artificial Intelligence (AI), particularly ChatGPT, on the critical thinking and problem-solving abilities of students in the Department of Education at the Faculty of Teacher Training and Education, Jambi University. A quantitative method with an ex post facto approach was employed. The research involved 855 students from the Department of Education at Jambi University, with a sample of 207 respondents selected using purposive sampling based on their active use of ChatGPT for more than two months. Data were collected through a structured questionnaire and analyzed using SmartPLS version 4.0.9.9 to test the validity, reliability, and research hypotheses. The results reveal that the use of AI-based ChatGPT has a significant positive effect on both students' critical thinking and problem-solving skills, both individually and simultaneously. The study recommends that higher education institutions integrate AI tools like ChatGPT within reflective and guided learning frameworks to enhance students’ cognitive engagement and critical inquiry.
The influence of digital leadership, organizational communication, organizational culture, and emotional intelligence on teacher performance Siskawati, Garina; Hendra, Robi; Habibi, Akhmad
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5034

Abstract

This study aims to ascertain the ways in which organizational communication, organizational culture, digital leadership, and emotional intelligence impact teacher effectiveness. This study was conducted due to the fact that factors such as limitations in technology utilization, lack of organizational communication, unsupportive work culture, and low emotional intelligence still cause gaps in teacher performance. This study makes use of Smart-PLS.4 data analysis tools and quantitative approaches. This study collected data using an online questionnaire/survey using Google Forms. The sample size calculator was used as the sampling method. The population in this study was 1,525 Teachers, and the sample in the final result there were 342 respondents. The results of the study indicate that communication, organizational culture, digital leadership, and emotional intelligence all have an impact on how effective teachers are. The study recommends that principals should strengthen their digital leadership, teachers should improve their emotional intelligence, schools should build a strong culture of cooperation, and organizational communication should be improved through transparency and the use of technology. Future researchers are advised to expand the variables and approaches to make the results more comprehensive.
Mandailing-based character education through the MERDEKA framework in Muhammadiyah schools Hasibuan, Nikmah; Afifah, Nur; Nanda; Azelia, Cindy; Hutabarat, Anis Pitria
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5094

Abstract

Character education based on local wisdom is a crucial strategy for shaping the identity and morality of the younger generation in a culturally relevant manner. This study aims to develop and evaluate a character education model grounded in Mandailing culture through an innovative approach conceptualised in the MERDEKA framework (Marsali, Mangupa, Dalihan na Tolu, Cerita Rakyat, Marsialap Ari, Gordang Sambilan, and Maronang-onang). The research employed a descriptive quantitative approach with multistage sampling, involving 100 students from three Muhammadiyah high schools in the South Tapanuli region: 50 from SMA Muhammadiyah 11 Padangsidimpuan, 25 from Mandailing Natal, and 25 from South Tapanuli. Data were collected using a validated and reliable questionnaire instrument (α = 0.842). The findings indicate a high level of internalisation of Mandailing cultural values among students, with significant regional differences based on ANOVA results (p < 0.05). The MERDEKA model is considered effective in facilitating character learning that is reflective, collaborative, and contextual. This study offers a theoretical contribution to the development of local wisdom-based character education models and provides practical recommendations for schools to implement culturally rooted character education.
Science learning management based on information technology in the context of school curriculum implementation Mariana, Rice; Nur Sasongko, Rambat; Connie
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5144

Abstract

This study aims to describe the management of science learning based on information technology at State Junior High School 1 Bengkulu Selatan. The research employed a qualitative descriptive method with purposive selection of subjects, including science teachers, the principal, the vice principals for curriculum and facilities, and students. Research data were obtained through interviews, observations, and documentation, then analysed through data reduction, presentation, verification, and conclusion drawing. The urgency of this study lies in the demand for adaptive learning management in the digital era. At the same time, many schools still face infrastructure limitations, low digital literacy, and inadequate human resources. The subjects were chosen purposively because of their direct involvement in the planning and implementation of science learning, ensuring diverse perspectives and comprehensive findings. The results showed that the management of science learning based on information technology at State Junior High School 1 Bengkulu Selatan has been applied gradually in line with curriculum demands. The school demonstrated a commitment to integrating technology into planning, implementation, and evaluation, although several challenges remain, particularly related to facilities, teacher competencies, and policy support. Various strategies and collaborations have been pursued to create a more inclusive and contextually relevant learning ecosystem. This study recommends further research to develop sustainable and scalable models of technology-based learning management and to evaluate the effectiveness of digital infrastructure policies at the junior high school level.
Developing a textbook to support pharmacy students' mathematical problem-solving skills Savitri, Fitri; Sabrina, Alifa; Tuahuns, Farida
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5150

Abstract

Mathematics is a vital tool for solving problems in everyday life. For pharmacy students, it is the basis for formulating pharmaceutical preparations, calculating maximum doses, and performing dilutions. In calculations, students must understand the problem, plan the solution, carry out the steps, and ensure accuracy, which reflects problem-solving ability. There are four books with ISBNs, 3 discussing only mathematical concepts and one focusing on pharmaceutical calculations, but none combining both. Therefore, it is urgent to develop contextual, problem-solving-based textbooks to support pharmaceutical mathematics learning. This study aims to create a pharmaceutical mathematics textbook that strengthens problem-solving skills, particularly in measurement units and concentration statements. This study employed the ADDIE development model with 95 first-year pharmacy diploma students as respondents, and data were collected through a questionnaire. The results of the validity test, as evaluated by material and media experts, averaged 85.98% (considered very valid), while the feasibility test, conducted by lecturers and students, averaged 84.55% (also considered very feasible). It can be concluded that the developed textbook is valid, practical and effective for use in diploma and undergraduate pharmacy programs. The results can also guide the development of other chapters in pharmaceutical mathematics and help evaluate teaching materials to improve problem-solving skills at STIKes IKIFA.
Improving reading comprehension through a digital and intelligence-based instructional model Ruli Setiyadi; Damayanti, Vismaia S; Asep Herry Hernawan; Mubiar Agustin
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5350

Abstract

Reading comprehension is a crucial component of literacy that significantly impacts students’ academic development across various subjects. However, conventional teaching methods often fail to accommodate the diverse cognitive strengths of learners, leading to disengagement and limited understanding. This study introduces a digital and intelligence-based instructional model designed to enhance reading comprehension among third-grade elementary students. The model integrates visual-spatial and linguistic-verbal intelligences with interactive digital modules to promote more engaging and effective learning. Using a Design and Development research approach, the model was systematically designed, validated by experts, and implemented in five elementary schools. Eight instructional sessions were conducted to examine the practical application and effectiveness of the approach. Data were collected through pre-tests, post-tests, classroom observations, and teacher interviews; however, the sampling techniques used were not clarified. Statistical analysis using paired and independent t-tests revealed significant improvements in students' reading comprehension in the experimental group compared to the control group. Qualitative findings also showed increased student motivation and participation during learning activities. The results suggest that a digital instructional model grounded in learners’ cognitive profiles can substantially support literacy development at the primary level. Future studies are recommended to refine sampling procedures and extend the application across broader educational contexts.

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