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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 416 Documents
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Effectiveness of a case-based learning model using a digital pop-up book on students’ critical thinking skills supardi, Niswatin Muazizah; Rahman, M. Fathur
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4855

Abstract

The purpose of this study is to determine the effectiveness of the case-based learning model using digital pop-up books in enhancing students' critical thinking skills. This innovative approach aims to enhance critical thinking skills through interactive media that meet the demands of the 21st century, as outlined in the Merdeka Curriculum, which underscores the urgency of this research. The population of this study involved two classes, X6 and X8, at SMAN 1 Polanharjo, with class X6 designated as the experimental group and class X8 as the control group. The sampling technique used by the researcher was non-probability sampling of the purposive type. Critical thinking skills were measured through pretest and post-test assessments conducted before and after the learning process. The independent t-test analysis resulted in a significance value of 0.017 < 0.05, indicating a statistically significant difference. The independent samples t-test showed a meaningful difference in the average post-test scores between the experimental and control groups, leading to the rejection of Ho and acceptance of Ha. These findings emphasize that integrating digital pop-up books into case-based learning enhances critical thinking skills in real-world contexts. Therefore, the case-based learning model using digital pop-up books has proven effective in improving the critical thinking abilities of students in class X at SMAN 1 Polanharjo, offering an alternative for practical learning in an active digital era centered on students.
Development of E-VIRA (e-module virus integrated reality-augmented): Enhance mental models and problem-solving skills Zhafira; Hamdiyati, Yanti; Nuraeni, Eni
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4857

Abstract

Based on the analysis, students lack references and in-depth, relevant material content, and still use open printed materials. This results in students' mental models of virus material being unscientific, and their problem-solving skills being low. For this reason, an e-module integrated with Augmented Reality (AR) can be an effective solution. This study aims to develop E-VIRA (E-Module Virus Integrated with Augmented Reality) to improve students' mental models and problem-solving skills. The research method employed is Research and Development (R&D), utilizing the ADDIE stages from inception to development and trial. Data collection instruments include expert validation sheets and cloze tests (for readability). Data analysis techniques are carried out descriptively and quantitatively to calculate the percentage of validity and readability. Participants were selected using purposive sampling, involving grade X high school students. The results showed that E-VIRA was very valid, with a percentage of 97% and 96% from expert validators, and a readability level of 82%. Thus, E-VIRA shows good feasibility and validity. The recommendation of this study is to continue the trial of E-VIRA on a larger scale to measure effectiveness in significantly improving students' mental models and problem-solving skills, as well as explore its application to other abstract biological concepts.
The effect of mobile seamless inquiry media on conceptual mathematics learning outcomes in trigonometry Juniantari, Made; Ulfa, Saida; Sariyasa; Suryawan, I Putu Pasek
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4877

Abstract

The abstract nature of mathematics concepts and limited class time are key factors contributing to low conceptual mathematics learning outcomes. This issue is evident among eleventh-grade students at SMA Negeri 4 Singaraja, who have difficulties in learning abstract topics such as trigonometry. This study investigates the effect of implementing Mobile Seamless Inquiry Media (MoSIM), a digital learning strategy designed to support Inquiry-Based Learning (IBL) anytime and anywhere, on students’ conceptual mathematics learning outcomes. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 185 eleventh-grade students selected from a population of 301 students at SMA Negeri 4 Singaraja using cluster random sampling. Conceptual learning outcomes were measured using a validated multiple-choice test and analysed through one-way ANCOVA. The results revealed a statistically significant difference between students taught using the MoSIM strategy and those taught using conventional strategies (F = 5.84, p = 0.01). Students who learned through MoSIM achieved higher adjusted post-test scores (M = 80.03; SE = 1.03) compared to those who learned through conventional strategies (M = 76.57; SE = 0.99). These findings recommend the integration of MoSIM into digital era learning environments to enhance students’ conceptual mathematics learning outcomes, especially in complex and abstract topics like trigonometry.
DeepL app: Effect on students’ vocabulary mastery Taufiqurrohman, Muhammad; Sofiana, Nina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4880

Abstract

In the digital era, improving English vocabulary acquisition through technology-based tools has become increasingly urgent to meet the demands of modern language learning and curriculum integration. The research group investigated the impact of the DeepL app on students' vocabulary acquisition, noting that this interactive educational tool can also enhance vocabulary skills. However, research specifically examining the effect of DeepL apps on vocabulary acquisition is limited. This study aims to investigate the extent to which DeepL apps influence English vocabulary acquisition. This study used a quasi-experimental approach, involving 36 grade 10 students at MA Miftahul Ulum in the academic year 2024/2025. The study was divided into two groups, an experimental group and a control group. Eighteen students from class X IPS 1 participated in the experiment, while eighteen students from class X IPS 2 were placed in the control group. Pre-tests and Post-tests, consisting of a total of 20 valid multiple-choice questions, were among the data collection instruments. To verify the hypothesis, the researcher employed the independent sample t-test tool in SPSS 26. The mean post-test score of the experimental class was 88.06, while that of the control group was 70.56. Furthermore, the independent sample t-test findings revealed that the significant value (sig.) exceeded 0.05, specifically 6.525 (6.525 > 0.05), indicating that the DeepL application positively impacted students' vocabulary acquisition. This study highlights the potential of the app-based learning tool DeepL in improving educational outcomes related to vocabulary.
AI-powered e-modules for mathematics learning: Impact on elementary school students' mathematical disposition Fadhilaturrahmi; Ananda, Rizki
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4910

Abstract

Mathematical disposition is an essential affective aspect that influences students' success in understanding and enjoying mathematics, but it is often neglected in conventional learning approaches. Students' lack of motivation, confidence, and perseverance in mathematics is a fundamental problem in elementary schools. This study aims to analyze the effect of implementing an Artificial Intelligence (AI)-based E-Module on improving the mathematical disposition of elementary school students. A quantitative approach with a quasi-experimental design was used. The sample consisted of 70 fifth-grade students in Pekanbaru who were randomly divided into experimental and control groups. The instrument used was a mathematical disposition test developed based on five leading indicators validated for validity and reliability. The t-test results showed a significant difference between the post-test scores of the experimental and control groups (p < 0.05), with higher mathematical dispositions in the group using AI-based E-Modules. These findings indicate that AI-based learning systems are effective in cognitive aspects and capable of fostering positive attitudes and motivation toward learning among students. The novelty of this study lies in its focus on measuring affective elements within the context of adaptive technology in elementary education. The implications of these findings encourage the integration of AI-based learning that is not only oriented toward academic outcomes but also toward strengthening students' character and mental readiness to face the challenges of 21st-century education.
Effectiveness of hybrid project-based learning with digital portfolios in enhancing mathematics pedagogical content knowledge Agustika, Gusti Ngurah Sastra; Diputra, Komang Sujendra
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4923

Abstract

This study investigates the effect of the Hybrid Project-Based Learning (PjBL) model integrated with digital portfolios on the enhancement of Mathematics Pedagogical Content Knowledge (MPCK) among primary teacher education students. The urgency of this research stems from the persistent gap in teacher education, where traditional methods inadequately develop MPCK in prospective teachers. The main objective was to examine whether the hybrid PjBL model, which combines project-based learning and digital tools, can significantly improve MPCK in primary teacher education students. The research uses a quasi-experimental design with a posttest-only control group. The population consists of primary teacher education students, with a purposive sampling technique used to select two regular classes, each comprising 32 students. The experimental group was exposed to hybrid PjBL, while the control group followed conventional teaching methods. Data were collected using the MPCK scale, a 40-item instrument designed to assess students' mathematical pedagogical competencies. Data analysis was conducted using an independent sample t-test after ensuring normality and homogeneity of variance. The results indicated that the experimental group achieved significantly higher MPCK scores, demonstrating the effectiveness of the hybrid PjBL model in enhancing MPCK. Based on these findings, it is recommended that teacher education programs integrate hybrid PjBL models with digital portfolios to improve MPCK development among prospective teachers.
Rwa Bhineda concept and weighted product method in the Alkin-Provus evaluation model modified design Sugandini, Wayan; Suyasa, P. Wayan Arta; Divayana, Dewa Gede Hendra; Ariawan, I Putu Wisna
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4944

Abstract

The combination of the Alkin and Provus evaluation models was carried out to optimize the functionality of the evaluation components owned by each evaluation model. Although the combination of the two models was perfect, there were still obstacles in its implementation. The obstacle was the difficulty in determining the priority aspects in the evaluation components that trigger the effectiveness of a program/object being evaluated. Therefore, it is urgent to conduct research that shows innovations in the form of modifications made to the two evaluation models by utilizing the Rwa Bhineda concept and the Weighted Product method. The Rwa Bhineda concept is used to determine the accuracy of the integration of the evaluation aspects owned by each evaluation component of the Provus and Alkin models. The Weighted Product method is used to obtain calculation results in determining the priority aspects that trigger the effectiveness of a program. The purpose of this study was to show the quality of the modified design of the Alkin-Provus evaluation model that utilizes the Rwa Bhineda concept and the Weighted Product method. This study used a development approach. The development model, as proposed by Borg & Gall, encompasses three stages: design creation, initial design trials, and revision of initial design trials. The subjects involved in the initial design trial were 50 respondents. The selection of subjects used a purposive sampling technique. The initial trial tool was a questionnaire consisting of 15 questions related to the design. The data analysis technique for the trial results was quantitative descriptive. This technique involves comparing the percentage of design quality with quality standards that refer to the five-scale categorization. The results of this study indicate that the modified design of the Alkin-Provus evaluation model, which utilizes the Rwa Bhineda concept and the weighted product method, falls within the good quality category. The impact of the results of this study is that evaluators and observers in the field of education gain knowledge about the existence of the concept of Balinese local wisdom (namely Rwa Bhineda) and the decision support system method (namely Weighted Product) that can be used to optimize the functionality of the Provus and Alkin evaluation components and determine the priority aspects that trigger the effectiveness of a program/object being evaluated.
Parenting roles and peer interactions support children’s social development at TK ABA 02 Bumiaji Khaatijah, Yayak; Tinus, Agus; Wurianto, Arif Budi
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4986

Abstract

The study is important for understanding how parenting styles and peer interactions influence children's social development during the critical early childhood period. The objective of this study was to examine the application of parenting styles and children's social interactions as efforts to encourage social development in TK ABA 02 Bumiaji Kindergarten. A qualitative approach was employed, utilizing a case study design to collect data. This data was collected through direct observation, interviews with teachers and parents, and documentation. The data were analyzed using descriptive analysis. The findings indicated that the parenting styles employed by teachers and parents exerted a positive influence on children's social development, particularly in their capacity to interact, share, and cooperate with peers. Furthermore, social interactions among children both within and outside the classroom context have been shown to foster peer relationships. In conclusion, positive parenting and supportive social interactions at TK ABA 02 Bumiaji enhance children's social development, highlighting the importance of parents and educators in maintaining consistent support during early childhood to optimize social competencies.
Toward global scientific literacy: Evaluating primary science education in Indonesia’s Merdeka and Cambridge curricula Wijaya, I Komang Wisnu Budi; Parwata, I Made Yoga; Indrawan, I Putu Oktap; Suparya, I Ketut
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4988

Abstract

In response to global demands for 21st-century competencies, Indonesia has implemented the Merdeka Curriculum, while many internationalised schools adopt the Cambridge Curriculum. Both aim to foster scientific literacy but differ in philosophical foundations, curriculum structure, and pedagogical design. This study aims to compare the implementation of science education in these two curricula at SD Tunjung Sari, an SPK (Satuan Pendidikan Kerjasama) school in Bali, to identify their respective strengths and inform future curriculum integration. Employing a qualitative design, data were collected through document analysis, semi-structured interviews, and classroom observations. The study focused on four key components: learning objectives, content, instruction, and assessment, using Miles and Huberman’s interactive model. Findings indicate that the Merdeka Curriculum emphasises holistic development and contextual learning through project-based and Science–Technology–Society (STS) approaches. At the same time, the Cambridge Curriculum promotes inquiry-based learning with a structured, internationally benchmarked sequence. Although both curricula align with PISA’s scientific literacy domains, they differ in content scope and delivery. The study recommends a hybrid model that integrates global standards with local values to enhance science education in diverse contexts. This can support policymakers and educators in designing future-ready curricula that are both globally competitive and culturally rooted.
E-comic physics development through PBL stages to improve students’ nature of science Murni, Cahya Intan; Firdaus, Rangga; Rohman, Fatkhur; Pramudiyanti
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 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.v6i2.4998

Abstract

The 2019 TIMSS results revealed that Indonesian students' science achievement remains below the international average, reflecting low scientific literacy. This issue is partly attributed to conventional teaching methods that lack engagement and inquiry-based approaches. This study aimed to develop a digital learning medium, e-comic physics, based on Problem-Based Learning (PBL) to enhance elementary students’ understanding of the Nature of Science (NoS). Field observations at UPT SDN 3 Sumberejo revealed that 73% of teachers had not yet adopted interactive digital media, underscoring the study’s urgency. Employing a Research and Development (R&D) design with the Tessmer model, involving 60 students, the study used descriptive and inferential statistical techniques. The findings showed that the media was highly valid, very practical, and significantly effective, as evidenced by improved post-test scores and t-test results. The effect size analysis indicated a moderate to substantial impact on learning outcomes, confirming the media’s pedagogical potential in promoting scientific reasoning. In conclusion, the e-comic physics is a feasible and innovative learning tool for primary science education. Further research is recommended to examine its long-term effectiveness across broader subject matter.

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