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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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Augmented reality in computer systems integrated with project-based learning in vocational schools Sugihartini, Nyoman; Swisnandy, I Gusti Agung Michael
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.v6i2.5093

Abstract

The development of technology and the demands of 21st-century skills require innovative learning that enhances student engagement and learning outcomes, particularly in Vocational High Schools (VHS). This study aims to examine the effectiveness of Augmented Reality (AR) media integrated with Project-Based Learning (PjBL) in improving student learning outcomes in computer systems at vocational high schools. A quasi-experimental method with a posttest-only control group design was employed, involving three groups: the experimental class (AR with PjBL), control group 1 (AR only), and control group 2 (conventional learning), each consisting of 38 students. Data collection techniques included learning outcome tests and documentation. The research instrument used was a standardized essay test to measure students' understanding of computer systems. Data were analyzed using one-way ANOVA, which indicated significant differences among the groups. Post hoc Tukey tests revealed that the experimental group achieved significantly higher learning outcomes than both control groups. These findings suggest that the integration of AR and PjBL creates a more contextual, interactive, and meaningful learning experience. The study supports constructivist theory and active learning as effective approaches in technology-based VHS.
Development of M.E.G.A: A self-assessment expert system to improve English correspondence skills for job-seeking university students Megawaty, Merti; Sulistiyo, Urip; Wachyuni, Sri; Sofyan
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.v6i2.5099

Abstract

This study highlights the low English writing and speaking skills of students of the Information Systems Study Program at Nurdin Hamzah University. To address this challenge, a rule-based expert system application named M.E.G.A for Job Seekers was developed using the ADDIE model approach (Analysis, Design, Development, Implementation, and Evaluation). This application functions as a self-assessment tool to improve students' professional communication readiness, especially in compiling CVs, job application letters, and interview preparation. The sampling technique used was purposive sampling, with subjects consisting of language experts, instructional media experts, and educational technology experts to validate the product. Meanwhile, 100 second-semester students of the Information Systems Study Program at Nurdin Hamzah University were used as the sample for testing the practicality, attractiveness, and effectiveness of the application. This study used quantitative data from questionnaires and tests, as well as qualitative data from open-ended responses by experts and students. The quantitative data were analyzed descriptively, while the qualitative data were validated through triangulation and content analysis to support the development of the application. The results showed high scores in the aspects of functionality, attractiveness of appearance, and improvement of learning outcomes. Pre-test and post-test analysis showed significant improvements, while statistical analysis supported the pedagogical reliability of this system. The application has proven effective in supporting independent learning that is relevant to the needs of the world of work and has the potential to be adopted by other study programs. This study contributes to the development of digital learning through the integration of AI-based expert systems for the development of 21st-century skills.
Border museum as pedagogical space: Strengthening students' nationalism through contextualized history learning in Anambas Simanjuntak, Adelina Darmauli; Rochmat, Saefur
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.v6i2.5101

Abstract

Border museums have the potential to serve as contextualized educational spaces that foster students’ nationalism, particularly in geographically isolated and culturally complex frontier regions. This study investigates how border museums are integrated into history education and how they contribute to students’ national identity development in the Anambas Islands, a peripheral maritime region of Indonesia. Employing a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and document analysis across two public high schools and the Anambas Border Museum. A purposive sampling technique was used to recruit participants, including 40 students, 4 history teachers, and 6 stakeholders such as museum managers, principals, and community leaders. The findings reveal that museum-based history learning enhances students’ engagement with local historical narratives, cultivates pride in national identity, and promotes experiential and reflective learning. Teachers act as key mediators in contextualizing museum content, while institutional challenges such as limited infrastructure and weak curriculum integration hinder full implementation. The study provides practical insights for developing pedagogical models that leverage local cultural institutions to promote nationalism and civic awareness in marginalized border areas. These findings contribute to education policy discourse, particularly regarding the integration of cultural heritage institutions into formal history curricula in remote and underserved contexts.
Analysis of children’s self-confidence in transition activities from pre-school to kindergarten Apriyani, Erni Tresna; Muqodas, Idat; Nikawanti, Gia
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.v6i2.5130

Abstract

Self-confidence is one of the indicators of school readiness. To build school readiness, teachers can carry out transition movement activities through building foundation skills. The purpose of this study was to investigate the self-confidence of early childhood students and the process of PAUD to SD transition activities conducted by teachers during learning activities. This research uses a qualitative approach with a case study research design; data were collected through observation, interviews, and documentation. This research involves 15 students and one teacher who were selected through purposive sampling. Data analysis uses the Miles and Huberman analysis model. The results of the study show that children’s self-confidence is evident in the transition activities from preschool to elementary school through the habituation of six foundational skills. The habituation of these six foundational skills can be used to build a child's self-confidence. This research could be improved if conducted in a more in-depth and detailed manner over a longer period.
Development of a mathematics teaching module based on the APOS model integrated with GeoGebra Omarisa, Vera; Muchlis, Effie Efrida; Susanta, Agus; Hanifah
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.v6i2.5217

Abstract

This study aims to develop a mathematics teaching module based on the APOS (Action, Process, Object, Schema) model integrated with GeoGebra, focusing on the topic of quadratic functions for tenth-grade students at SMAN 1 Muara Beliti. The research employed the Plomp development model, which consists of five phases: preliminary investigation, design, construction, validation, and limited testing. The module was developed under the cognitive stages of the APOS model: action, process, object, and schema, and was enhanced through visual exploration using GeoGebra. The research subjects consisted of tenth-grade students and a mathematics teacher at SMAN 1 Muara Beliti, selected through purposive sampling. Data were collected through documentation, expert validation sheets, and practicality questionnaires completed by the teacher and students. The findings indicate that the developed module is highly needed by students and significantly addresses their difficulties in understanding mathematical concepts. Expert validation yielded an average score of 87.85%, classified as highly valid. Practicality testing produced scores of 92.50% from the teacher and 90.41% from the students, both categorized as highly practical. Thus, the module facilitates interactive, conceptual, and contextual learning aligned with the principles of the Independent Curriculum. Accordingly, it is deemed a feasible and innovative instructional resource for high school mathematics learning.
Innovative counseling model based on mindfulness and cognitive-behavioral harmony to foster comfort and happiness in learning Lestari, Luh Putu Sri; Gading, I Ketut; Antara, Putu Aditya
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.v6i2.5265

Abstract

Improving students’ comfort and happiness in learning is essential to fostering a more engaged and effective educational experience. However, conventional teaching approaches often neglect the integration of psychological well-being strategies, limiting students’ ability to enjoy and immerse themselves in the learning process fully. The sample size was determined using the Slovin formula, and a cluster random sampling technique was employed to ensure a balanced representation across rural, suburban, and urban schools of students divided into experimental and control groups. Data were collected using comfort and happiness questionnaires designed to measure emotional and cognitive responses to learning environments. The data were analyzed using multivariate analysis of variance (MANOVA) to evaluate the impact of the MCBH intervention. The findings reveal that students who participated in the MCBH-based intervention experienced significantly higher levels of comfort and happiness compared to those in the control group. The integration of mindfulness practices with cognitive-behavioral strategies helped students regulate emotions, reduce anxiety, and cultivate positive learning experiences. These results suggest that the MCBH framework can effectively enhance students’ emotional well-being, contributing to a more supportive and enjoyable learning atmosphere. The study highlights the importance of embedding holistic psychological approaches into education to promote not only academic success but also personal growth and emotional resilience.
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.

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