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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 25 Documents
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Search results for , issue "vol. 7 no. 1 (2026): may 2026" : 25 Documents clear
Design: An interactive e-module based on ethnomathematics to improve numeracy skills of slow learners Widodo, Wahyu; Astuti, Erni Puji
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5440

Abstract

The numeracy skills of slow learners are very low, especially in understanding information, analyzing strategies, contextualizing solutions, and interpreting them. This study aims to analyze needs and design an interactive e-module based on ethnomathematics to improve numeracy skills of slow learners. This study employs the ADDIE model, focusing on the analysis and design stages. The subjects of this study involved mathematics teachers and slow learners. Slow learners were selected using purposive sampling techniques. Data were obtained through observations, interviews, questionnaires, and tests using instruments such as observation sheets, interview guidelines, questionnaires, and numeracy tests. Data analysis employed descriptive, qualitative, and quantitative approaches. The study's results indicate a gap between the availability of technological facilities and their use in mathematics learning. Technology integration remains limited, and ethnomathematics is rarely used as a learning context. The design stage produced an interactive e-module that integrates learning objectives, numeracy content, display design, interaction flow, and evaluation instruments tailored to the characteristics of slow learners. Therefore, it is necessary to develop an interactive e-module based on ethnomathematics to create an inclusive, engaging, and meaningful learning experience that supports the numeracy skills of slow-learning students.
Developing frugal living character through the Piil Pesenggiri parenting model Margaretha Sinaga, Risma; Fitri Istiawati, Novia; Oktavia, Tiara; Safira, Ishbilya
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5473

Abstract

Global social and economic changes, intensified by digital access and consumer culture, encourage adolescents to adopt consumptive behaviors and weaken prudent personal financial management. Therefore, character education that promotes frugal living, self-control, and wise resource management needs to be strengthened through culturally grounded parenting practices. This study aimed to develop and examine a Piil Pesenggiri-based parenting module to foster students' frugal living character. The study employed a research and development (R&D) approach using the ADDIE model and was conducted at SMA YP Unila Bandar Lampung. A total of 72 students were selected through purposive sampling and divided into experimental and control groups. Data were collected through observation, questionnaires, and documentation, and analyzed using paired-sample t-tests and N-gain analysis. The results showed a significant improvement in the experimental group from pretest to posttest with a high N-gain score, while the control group showed only a slight increase. These findings indicate that the Piil Pesenggiri-based parenting module is effective in strengthening students' frugal living character and supporting sustainable lifestyles.
The role of teacher empowerment and reward systems in enhancing engagement through professional commitment Zahroh, Mas Ning; Retnowati, Rita; Hendarman
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5644

Abstract

This study examines the influence of teacher empowerment and rewards on teacher engagement through professional commitment. The research is motivated by the relatively low level of teacher engagement influenced by managerial and motivational factors within educational institutions. The objective is to analyze both direct and indirect effects of empowerment and reward systems on teacher engagement, with professional commitment serving as a mediating variable. A quantitative approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The respondents were secondary school teachers selected through purposive sampling. Data were collected through a structured questionnaire using a five-point Likert scale. The research instrument measured four constructs: teacher empowerment (autonomy, participation in decision-making, access to resources), reward (financial and non-financial compensation), professional commitment (dedication, loyalty, responsibility), and teacher engagement (vigor, dedication, absorption). Validity was assessed through convergent and discriminant validity, while reliability was tested using Cronbach's alpha and composite reliability. The findings indicate that teacher empowerment has a positive and significant effect on professional commitment and teacher engagement. Rewards demonstrate a positive but relatively weak effect on engagement. Professional commitment significantly mediates the relationship between empowerment and teacher engagement.
Enhancing early childhood science literacy through deep learning–based instruction using simple coding games Suryaningsih, Ni Made Ayu; Cahaya, I Made Elia
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5924

Abstract

This study addresses the need to strengthen science literacy in early childhood education in response to rapid technological and scientific development in the digital era. Science literacy in early years is essential for developing children's ability to think critically, solve problems, and understand basic scientific concepts through meaningful learning experiences. This study examined the effect of deep learning–based instruction using simple coding games on science literacy. Using a quantitative quasi-experimental nonequivalent control group design, 63 children aged 5–6 years from TK Dewi Kunti I and II were selected via cluster random sampling, with intact classes assigned to the experimental and control groups. The experimental group received coding-based deep-learning instruction, while the control group received conventional instruction. Data were analyzed using descriptive and inferential statistics. The results indicate that children who participated in deep-learning–based coding activities demonstrated better development of science literacy than those in conventional learning settings. The findings suggest that integrating simple coding games into a deep learning framework can be an effective and engaging strategy to support science literacy in early childhood education. This study recommends further research with broader samples and longer intervention periods to strengthen implementation in diverse educational contexts.
Why Indonesian education still inequitable and how the new strategy can solve it? Lesnawati, Leni; Komariah, Aan; Triatna, Cepi; Suryana, Asep; Ruhimat, Mochammad Devi Cahya
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5953

Abstract

This study aims to design a new strategy to accelerate educational equity through local government. Using a qualitative-descriptive approach, it adopted data triangulation through document review, and in-depth semi-structured interviews with education office practitioners and education planning experts, which is selected purposively. The study lasted 79 days and used a thematic analysis to describe the data. The results: (1) Indonesian national education policy has long set principles for school siting to ensure accessibility; however, local governments still lack standardized procedural guidance for assessing and determining new school locations, resulting in implementation absurdities. (2) A new strategy to address educational inequity was formulated into 3 alternatives: (a) Establishing a local education policy as a standard operating procedure (SOP) for determining new school locations; (b) Multi-actor collaboration among local government, academics, and the community; (c) Creating a location selector application to assess the feasibility of proposed new school sites. The third alternative is special urgency, and it is the most prominent practical implication, because it offers substantial benefits for addressing educational inequity. Although focused on Subang Regency, the study is globally relevant given persistent educational inequity and structural constraints in many countries. Further research is recommended to develop the location selector application.
Development of multimedia based on augmented reality to improve students' critical thinking skills Prasetya, Predian Yudha; Sukarmin
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5955

Abstract

Limitations in students' critical thinking skills make it difficult to understand abstract concepts in the chemistry topic of reaction rates, even though critical thinking skills are essential in the twenty-first century. This study aims to develop an Augmented Reality (AR)-based Multimedia that is feasible to use to enhance students' critical thinking skills in the context of the reaction rate topic. Employing a Research & Development (R&D) approach based on the 4D model, the study involved 34 purposively selected twelfth-grade students from State Senior High School 1 Driyorejo. This study used questionnaires, observations, and tests, including validation sheets, student response questionnaires, pre-tests and post-tests, and observation sheets. AR multimedia obtained a mode of 5 in content validity, and construct validity is considered valid. Practicality was confirmed through a student response questionnaire, which scored 91.4%, categorised as practical, and supported by a 99.4% observation score of student activities. Effectiveness was demonstrated by a significant improvement in critical thinking skills, with an overall N-gain score of 0.73 (in the high category) and a Paired Sample T-test p-value of 0.001. Consequently, the developed AR-based multimedia is considered feasible, and teachers are recommended to use it, as it is practical and effective for improving students' critical thinking skills.
Teachers' experiences and adaptations in navigating generational pedagogical shifts with digital native junior high students Rulitawati; Nurhaliza, Salsabila; Rachman, Habibur
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6022

Abstract

The mismatch between traditional pedagogical approaches and digital-native learners' expectations poses substantial educational issues that need immediate attention. This research examined teachers' experiences with navigating generational pedagogical transitions while instructing digital-native students at junior high schools in Palembang. Participants, selected through purposive sampling, each had over 20 years of teaching experience and completed their education before the widespread integration of digital technology. Data collection utilized semi-structured interviews, non-participant classroom observations, and document analysis, analyzed through Colaizzi's phenomenological approach with triangulation for credibility. Findings revealed teachers' experiences evolved through five emotional stages from initial shock to eventual integration. Major challenges included technological competency gaps, infrastructure limitations, classroom management complexities, tensions between traditional and modern pedagogical values, and assessment difficulties. Teachers employed comprehensive adaptation strategies: segmented instruction with multimedia integration, strategic use of technology aligned with learning objectives, explicit digital citizenship instruction, continuous self-directed professional development, and cultivation of supportive learning environments. Results demonstrate that effectively managing generational pedagogical transitions requires comprehensive transformation beyond technical skills, necessitating systematic institutional support through infrastructure investment, continuous professional development, collaborative learning communities, adaptable curricula, and assessment reform to sustain teacher innovation in addressing digital-native learners. Key recommendations include establishing professional development programs, investing in digital infrastructure, creating teacher learning communities, developing flexible curricula, and implementing comprehensive support systems for teacher adaptation in the digital age.
Explaining students' learning activity: Effects of motivation, environment, and self-efficacy Samudin, Fatmawati; Saharuna; Arfandi, Anas
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6057

Abstract

This research investigated the influence of motivation, learning environment, and self-efficacy on students' learning activity through an explanatory research approach. The population consisted of 3,481 vocational students in Palu City, Central Sulawesi, Indonesia, from which 359 respondents were selected using the Slovin formula and a simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through Partial Least Squares–Structural Equation Modeling with SmartPLS 3. The assessment of the measurement model confirmed adequate validity and reliability, as all constructs met the recommended thresholds for outer loading (> 0.70), composite reliability (> 0.70), and average variance extracted (> 0.50). The structural model analysis revealed that motivation exerted a positive and significant effect on learning activity (β = 0.395; t = 4.506; p < 0.001), while self-efficacy emerged as the strongest predictor (β = 0.470; t = 6.919; p < 0.001). Conversely, the learning environment did not demonstrate a significant direct effect on learning activity (β = 0.062; t = 0.696; p = 0.487). The results indicate that internal psychological factors, particularly self-efficacy and motivation, play a more substantial role than external environmental factors in shaping students' learning activity.
Aesthetic interaction and cultural education in Rejang Asta Dala Dance, Ubud Puspawati, Gusti Ayu Made; Hartono; Malarsih
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6068

Abstract

The Rejang Asta Dala dance, as a sacred dance in Ubud, functions not only within religious rituals but also as a medium of cultural education that transmits symbolic values and cultural meanings within its supporting community. However, contemporary practices indicate a shift in orientation toward technical and visual aspects, potentially reducing philosophical depth and the sacred character of the dance. This study aims to analyze aesthetic interactions in the process of transmitting symbolic values and cultural meanings in the Rejang Asta Dala dance. The research employs a qualitative approach using ethnographic methods, including participatory observation, in-depth interviews, and documentation study. Data analysis is conducted through hermeneutic and semiotic perspectives. The findings reveal that the aesthetic elements of the dance, namely movement, spatial orientation, costume, and music (gamelan), function as a symbolic system that encodes Balinese Hindu cosmology, such as Asta Dala, Dewata Nawa Sanga, and Tri Hita Karana. Cultural education takes place through a hermeneutic cycle involving embodied experience in ritual practice (ngayah), intergenerational reflection, and mediation by the customary community (banjar), thereby shaping reflective and agentic cultural subjects. Despite its effectiveness, the sustainability of this dance's educational function faces challenges from tourism and modernization, necessitating efforts to safeguard the integrity of ritual contexts and the community's role as guardian of meaning.
The influence of job satisfaction and work motivation on organizational commitment among Catholic religious education teachers Sihotang, Din Oloan; Waruwu, Ermina; Simaremare, Aman
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6086

Abstract

This study examines the influence of job satisfaction and work motivation on organizational commitment among Catholic Religious Education teachers in Indonesia. Despite extensive research on organizational commitment, few studies have examined these relationships in faith-based educational contexts. Using a quantitative approach with path analysis, the study involved 208 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using IBM SPSS. The findings reveal that job satisfaction and work motivation have a positive and significant influence on teachers' organizational commitment, both individually and simultaneously, accounting for 64.2% of the variance. Teachers who experience supportive working conditions, fair recognition, and strong intrinsic motivation tend to demonstrate higher emotional attachment, loyalty, and dedication to their schools. These findings highlight the importance of leadership strategies that enhance both satisfaction and motivation to sustain long-term teacher commitment in faith-based educational institutions.

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