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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. 4 (2026): February 2026" : 30 Documents clear
Profiling readiness for deep learning: A study of chemistry students' multiple intelligences and learning reflections Bakti, Iriani; Winarti, Atiek; Mirah Surya Dewi, Ni Pt. Pande; Mahdian; Eka Sari, Syarifah Meutiah
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5400

Abstract

The persistent challenge of promoting deep conceptual understanding over rote memorization in chemistry education requires investigating students' readiness for student-centered learning. This study aims to screen student readiness for deep learning in chemistry by analyzing their multiple intelligences (MI) and reflective learning experiences. Employing a qualitative descriptive method, this study analyzed data from an MI questionnaire and reflective writing assignments from 84 Chemistry Education students (2022–2024 cohorts) selected via purposive sampling at Universitas Lambung Mangkurat. Results revealed that spatial intelligence is the most dominant profile, with 23 of 84 students in this category. Analysis of reflective writing identified Project-Based Learning (PjBL) as the most preferred instructional model for creating meaningful learning experiences, with 29 respondents favoring it. Furthermore, student reflections demonstrated a significant transformation from negative assumptions to deeper understanding, highlighting the development of creativity, critical thinking, and teamwork. These findings suggest that leveraging visual and project-based strategies aligned with students' dominant intelligence and learning preferences can effectively foster readiness for a deep learning approach in chemistry education.
The use of references: A study among Indonesian and Cambodian students in writing a research project Maisarah, Ira; Chenda, Soeurn; Soy, Seth
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5413

Abstract

The problem of this study was that university students are required to complete research projects as part of the course, such as theses or academic reports, to demonstrate their academic literacy. However, creating a well-structured academic report can sometimes be challenging for University of Bengkulu Master of English Language Education (MELE) Program students, especially when it comes to using appropriate referencing conventions. This was aimed at identifying the challenges MELE students face when writing a reference for a research report. The study used a qualitative, longitudinal research design for one semester. All MELE students enrolled in courses were taken as the population. Through voluntary participation, a sample of twenty-five students was chosen. Of the twenty-five students, six were international students from Cambodia. Two procedures were used to gather the data. First, document analysis of their research reports to find formatting errors in reference lists and in-text citations. Second, open-ended interviews. This interview was used to investigate students' perceptions, especially regarding challenges in writing. The results showed that students often challenged the international academic writing standards, maintaining consistency in reference formatting and accurately citing sources. Students from Cambodia and Indonesia both faced language barriers and challenges comprehending the typical format of research reports. Furthermore, a lack of knowledge or competence in using reference management became an issue. So, it suggests that to improve academic writing competence, systematic, ongoing guidance should be provided. For example, providing academic writing instruction, especially in teaching citation styles and the use of reference management software.
Development of PBL-based history e-module integrated with Uma Lenge to improve historical thinking Rosdiana; Sumiyati
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5449

Abstract

This study was motivated by students' low historical thinking skills and the limited teaching materials that integrate historical material with the local cultural context of Uma Lengge. These conditions indicate the need to develop more contextual learning resources to support the history learning process. This study aims to develop a PBL-based History E-Module integrated with the local wisdom of Uma Lengge to improve students' historical thinking. The research model used is 4-D R&D, which includes the stages of definition, design, development, and dissemination. The research subjects were 60 tenth-grade students from Wawo 1 Public High School, selected through cluster random sampling, with class X-3 as the experimental group and class X-4 as the control group. Data were obtained through historical thinking ability tests and non-test techniques such as observation, interviews, expert validation, and practicality questionnaires. The instruments included validation sheets, questionnaires, and tests. Data analysis was conducted descriptively, qualitatively, and quantitatively using normality and homogeneity tests, paired-samples t-tests, and N-Gain calculations. The results showed that expert validation of the material and media indicated a highly valid category with an average score of 89.3%. The practicality test conducted by teachers was 90.2% in the highly practical category, while students gave an average rating of 3.29 in the very good category. The effectiveness test showed a significant increase in historical thinking skills, with an average post-test score of 82.17 in the experimental class, compared with 65.17 in the control class. N-gain analysis showed a moderate increase (0.40) in the experimental class and a low increase (0.10) in the control class. This e-module has been proven valid, practical, and effective. This study recommends expanding the use of similar e-modules, providing teachers with training, and developing other teaching materials based on local wisdom.
ESP, metacognition, and financial reporting practice: The moderating role of learning motivation Dheghu, Yosef Paseli; Sanga, Marianus Hendrilensio; Situmorang, Resvina; Latumahina, Olivia; Wora, Alini
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5469

Abstract

This study examines the influence of English for Specific Purposes (ESP) learning and metacognitive learning strategies on accounting students' financial reporting practices, thereby strengthening language-based professional competencies in vocational higher education. The population consisted of 612 third- and fifth-semester accounting students at Politeknik Negeri Kupang, and 239 were selected using proportional stratified random sampling. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that ESP learning does not significantly affect students' financial reporting practice (β = 0.121, t = 1.763), indicating that linguistic improvement alone does not translate into better technical reporting performance. Conversely, metacognitive learning strategies have a strong positive effect (β = 0.367, t = 4.580), indicating that students who plan, monitor, and evaluate their learning are more able to apply accounting concepts accurately. Learning motivation does not moderate the effect of ESP learning (β = 0.020, t = 0.196) nor the effect of metacognitive strategies (β = –0.037, t = 0.477), suggesting that motivation does not alter these relationships. The model explains 41.6% of the variance in students' financial reporting practice, underscoring the dominance of cognitive and self-regulatory processes in shaping competence. The study recommends integrating ESP instruction with strategy-based and practice-oriented learning approaches and suggests future research employing longitudinal or experimental designs.
AI integration in history education: Perceptions of teachers and students in Palangka Raya Susanto, Yudi; Marselina, Sari; Nur Halijah, Siti
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5470

Abstract

The integration of artificial intelligence (AI) into history education remains underexplored in peripheral regions of Indonesia, where infrastructure limitations and concerns about cultural representation intersect with the imperative to innovate pedagogy. This mixed-methods study examined teachers' and students' perceptions of AI integration in history learning in Palangka Raya, Central Kalimantan. Participants included 220 Grade XI students and six history teachers from six public senior high schools, selected through purposive sampling for school selection and maximum variation sampling to ensure diversity in socioeconomic background, technological access, and geographic location. Data collection involved a validated 30-item questionnaire measuring five perceptual dimensions (AI understanding, attitudes, readiness, expectations, and barriers), along with 12 in-depth student interviews and six semi-structured teacher interviews. Quantitative analysis revealed moderate AI understanding (M = 3.19), strongly positive attitudes (M = 4.09), moderate readiness (M = 3.28), high expectations (M = 4.10), and awareness of implementation barriers (M = 2.75). Thematic analysis identified strong convergence on AI's complementary role rather than a replacement for human educators. Both groups emphasized concerns about cultural representation and infrastructure constraints. The findings recommend context-responsive AI content co-designed with local communities and equity-focused infrastructure investment to support inclusive digital pedagogy in marginalized regions.
Music practice assessment by cultural arts teachers in Bengkayang junior high schools: A qualitative study Ghozali, Imam; Putra, Zakarias Aria Widyatama; Silaban, Chiristianly Yery; Dewi, Vivi Ervina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5518

Abstract

There is a notable research gap regarding effective strategies for music practice learning among cultural arts teachers in junior high schools, particularly in Bengkayang. This study addresses the urgent need to enhance the quality of arts education by investigating innovative approaches in music practice instruction. Employing a qualitative research design, the population comprised all cultural arts teachers at junior high schools throughout Bengkayang Regency. Purposive sampling was used to select participants actively engaged in music practice teaching. Data were collected through in-depth interviews, observations, and document analysis, utilizing interview guides, observation sheets, and supporting documents as research instruments. The findings reveal that teachers face significant challenges, such as limited facilities and time constraints, yet demonstrate novelty in their adaptive strategies that leverage local wisdom—an aspect seldom explored in prior studies. It is explicitly recommended that schools and local authorities improve infrastructure, provide regular professional development, and formulate supportive policies to optimize music practice learning. These results are expected to inform both local and national policy development for contextual arts education.
An exploration of teachers' perspectives on computational thinking in mathematics learning Yudi Hartawan, I Gusti Nyoman; Pujawan, I Gusti Ngurah; Wibawa, Nyoman Arda
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5594

Abstract

The integration of Computational Thinking (CT) into mathematics learning has become a key demand in 21st-century education, as it plays an important role in developing logical, creative, and systematic thinking skills. However, in the context of Indonesian education, implementing CT still faces various challenges, particularly regarding teachers’ understanding and readiness to integrate it into the learning process. This study aims to explore teachers’ perspectives on CT-based mathematics learning, including their understanding, perceived relevance, readiness, and the challenges they face in its implementation at the junior high school level. This study offers a novel contribution by explicitly distinguishing between teachers’ conceptual understanding of CT and their pedagogical readiness to implement CT in mathematics learning, a gap that has been insufficiently explored in previous studies. The study employed a qualitative approach with an exploratory design. The research population consisted of junior high school mathematics teachers in Singaraja City, Indonesia. Eight teachers were selected as research participants using purposive sampling based on criteria such as teaching experience, involvement in CT-related or technology-based learning, and willingness to participate in the study. Data were collected through semi-structured interviews, classroom observations, and analysis of learning documents, then analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the teachers’ perspectives on CT-based mathematics learning are conceptually positive but still limited in practice. CT is considered relevant and potentially effective in strengthening mathematical thinking skills; however, its implementation requires systematic support. Based on these findings, the study recommends providing continuous, practice-oriented professional development programs for teachers, developing CT-based mathematics teaching resources, and stronger policy support to facilitate the effective integration of CT into junior high school mathematics learning. The study's implications highlight the importance of strategies to strengthen teachers’ capacity.
Enhancing slow learners' competency skills through e-LAPD using the UDL approach in clinical chemistry learning Novita, Dian; Amalia, Zelinda Fitri; Sari, Rahmania Fitrah; Muchlis; Rusmini; Asih, Findiyani Ernawati
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5618

Abstract

The digitalization of chemistry education plays a crucial role in providing equal learning, this study is essential due to the persistent learning gaps experienced by slow learners in digital chemistry instruction. This study investigated the competency development of two slow learners at SMAN 10 Surabaya through the implementation of digital student worksheets (e-LAPD) focused on balancing chemical equations and Nomenclature of Ionic and Covalent bonds, combined with individualized strategies integrated with the UDL strategy delivered via the Liveworksheet platform. Qualitative data from semi-structured interviews and observations were analyzed using NVivo 11, comparing competencies at the start and end of the learning process. This analysis identified three key competencies: explaining scientific phenomena, interpreting data, and analyzing and evaluating scientific evidence. To supplement the qualitative results, pretest and posttest assessments were conducted, revealing significant improvements in competency. Specifically, students showed an average 40% increase in both the DA and E categories when balancing chemical equations. In contrast, for the Nomenclature of Ionic and Covalent bonds, DA scores rose by 80%, while E scores improved by 100%. The findings confirm that the use of e-LAPD with individualized learning strategies effectively promotes competency improvement among slow learners in chemistry education, guiding future instructional development.
Development of a PLC-based 4-level lift simulator as a learning medium for electric motor installation Maringga, Daniel; Pangaribuan, Wanapri; Manihuruk, Jonner; Paranita, Darni
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5645

Abstract

The development of industrial automation requires learning media that are relevant to the needs of the world of work, particularly for mastering Programmable Logic Controllers (PLCs) in vocational education. This study aims to develop a four-storey lift simulator based on Omron CP1E PLC as a learning medium for the Electric Motor Installation subject in class XII TITL at SMK Negeri 5 Medan. The research method used the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research population consisted of 31 students using a total sampling technique. Data were obtained from questionnaires validated by media and subject-matter experts, as well as from student responses. The results showed that the media received a feasibility score of 89.3% from media experts and 92.5% from subject matter experts, categorised as highly feasible, and a student response score of 88.3%, categorised as very good. These findings indicate that PLC-based lift simulators are effective in improving students' understanding, motivation, and practical skills in industrial automation systems. The study recommends further development by integrating IoT or HMI to more closely resemble real industrial systems.
The effectiveness of artificial intelligence-based personalized feedback in teaching English as a foreign language Xiojing, Guo; Tegeh , I Made; Santyasa, I Wayan
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
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.v6i4.5649

Abstract

This study is important because students' low writing skills indicate the need for faster, more accurate, and personalized feedback. This study used a quasi-experimental mixed-methods design involving 35 tenth-grade students selected through purposive sampling. Data were collected through analytical writing tests, questionnaires on learning interest and independence, observations, and interviews, using rubrics and standardized instruments. Quantitative results show that AI feedback has a significant positive impact (large effect size). After receiving AI feedback, students' writing performance scores increased by an average of 6.63 points (9.2%), interest in writing increased by an average of 20.1%, and independent learning skills increased by 15.8%. AI feedback is significantly superior to traditional teacher feedback in overall teaching effectiveness. Qualitative findings indicate that students appreciate the AI system's real-time responses, personalization features, and non-judgmental approach. This study concludes that personalized AI feedback is an effective pathway to transform writing instruction from teacher-centered to student-centered, and suggests adopting a human-machine collaborative model in teaching practice.

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