cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rees Jati Prakasa
Contact Email
rees.jati.prakasa@gmail.com
Phone
+628124670705
Journal Mail Official
ijedjurnal@gmail.com
Editorial Address
Lembaga Pengembangan Pembelajaran Penelitian dan Pengabdian Masyarakat Universitas PGRI Mahadewa Indonesia Seroja Street, Tonja, Denpasar, Bali, Indonesia Phone: (0361) 431434 Email: ijedjurnal@gmail.com
Location
Kota denpasar,
Bali
INDONESIA
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
 37   38   39   40   41 
Principal's managerial leadership in supporting teachers' tasks for strengthening the Pancasila student profile Susanti, Erlin; 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.v6i3.5368

Abstract

This study evaluates the principal’s managerial role in optimizing teachers’ duties within the Pancasila Student Profile Reinforcement Project (P5) at State Senior High School 6 South Bengkulu using the CIPP evaluation model (Context, Input, Process, Product). The study is urgent as effective school leadership is essential to ensure P5 as a strategic program for character development in Indonesian education. Using a qualitative case study approach, purposive sampling was applied to select the principal, project coordinator, teachers, and students. Data were obtained through interviews, observations, and documentation, and analyzed thematically. Findings show that the principal’s role is aligned with school needs and national policies (context), facilitates module preparation and manages resources (input), establishes teams and supervises implementation (process), and enhances teacher performance, student engagement, and character development (product). Key challenges include limited funding, low student motivation, and difficulties in developing relevant project themes. The study recommends strengthening leadership and teacher capacity, improving financial and institutional support, and promoting adaptive policies to sustain P5 implementation.
Android-based interactive ethnoscience E-LKPD containing science technology society models to improve critical thinking skills Abshor, Devy Aufia; Wibowo, Deki; Zukhruf, Afriza Meigi; Sholihah, Afifah Mar’atus; Rahma, Dian Aulia
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.v6i3.5417

Abstract

This research aims to develop an Android-based interactive E-LKPD with ethnoscience content and a Community Science and Technology model to improve students' critical thinking skills. The urgency is to provide innovative solutions for social studies learning by integrating Android-based science, technology, and local culture to increase interactivity and critical thinking in daily life. The method is Research and Development with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The population is 1 classroom teacher, 18 students, and 4 experts. The sampling technique uses purposive sampling. Data collection techniques, observation, interviews, tests, response questionnaires, and documentation. There are three data analyses: needs analysis, validity analysis, and practicality analysis. Needs analysis, teachers, and students need developed products. The validity of the E-LKPD is rated very valid (89.23%), while its practicality is rated very practical (90.83%). It was concluded that this E-LKPD is feasible and useful for improving students' critical thinking skills. Based on the research results, it is recommended that teachers take advantage of the Android-based ethnoscience E-LKPD and that schools support the application of learning technology.
The role of artificial intelligence utilization and digital literacy in independent learning Gani, Imam Prawiranegara; Ardiansyah; Mohehu, Fazri
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.v6i3.5421

Abstract

This study analyzes the roles of artificial intelligence utilization and digital literacy in students' independent learning in the Economics Education Department, Faculty of Economics and Business, Gorontalo State University. Using a quantitative, explanatory research design, data were collected via questionnaires distributed to 234 respondents. The respondents were selected using proportional stratified random sampling by generational group. The data were analyzed using multiple linear regression in SPSS 24. The findings indicate that the utilization of artificial intelligence and digital literacy has been proven to have a simultaneous and significant impact on students' independent learning. Digital literacy has a more dominant influence than artificial intelligence, as indicated by higher Beta coefficient values and t-statistic. The implications of this research are the importance of utilizing artificial intelligence and of strengthening digital literacy in the curriculum and learning strategies, creating a higher education ecosystem that is adaptive, innovative, and supports students as independent learners in the digital age.
Development of augmented reality (AR) SI MOPEM to improve teachers' understanding of learning models Nurma'ardi, Hilda Dhaniartika; Oktaviani, Anna Maria; Antoni, Ahmad; Limas, Nida Nabilah
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.v6i3.5464

Abstract

Based on the analysis, many teachers experience limitations in understanding the syntax of learning models that impact the quality of teaching and student competency. Therefore, the development of AR media becomes an effective solution. This study aims to develop AR-based SI MOPEM (Learning Model Syntax) media. This R&D research was conducted using a 4D development model. The population of this study was all elementary school teachers in Serang Regency, whose samples were taken using purposive sampling of 50 people in the same cluster. Data collection techniques included observation, interviews, documentation, questionnaires, and tests, while the instruments were validity sheets, teacher understanding tests, and self-assessment questionnaires. Overall, the validity test was in the very feasible category, and a limited trial with 12 teachers found SI MOPEM very practical (91.46%). The results showed that the effectiveness test resulted in a significant increase in understanding (paired sample t-test, p = 0.000) with an n-gain score of 0.63 (moderate category). Therefore, it is concluded that SI MOPEM is highly feasible, practical, and effective as a tool for understanding learning models interactively and independently. This research recommends conducting larger-scale testing and further developing SI MOPEM, such as adding features or integrating it with other platforms.
Development of media EDUMEDIG with the model problem-based learning to improve science understanding Ariyanti, Mei Riska Dwi; 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.v6i3.5614

Abstract

This Research and Development (R&D) study was conducted to evaluate the feasibility (validity and practicality) and efficacy of the Problem-Based learning Interactive Game Educational Media (EDUMEDIG) in enhancing the understanding of Science and Social Sciences among fifth-grade elementary students. The core problem addressed was the limited use of interactive conventional media, which contributed to student passivity, lack of enthusiasm, and difficulties in grasping Science material. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) guided the development process. Using a quasi-experimental Pretest-Posttest Control Group Design, the study's population comprised all fifth-grade students. Sampling was carried out using a purposive sampling technique, selecting 31 students from SD N Sambiroto as the experimental group and 30 students from SD N 2 Mojosari as the control group. Data collection techniques involved written tests (pre-test and post-test) to measure effectiveness, and questionnaires (expert validation, teacher, and student responses) served as the research instruments to assess feasibility. The findings demonstrate that the EDUMEDIG media has excellent validity (Media Experts: 95%; Material Experts: 92.5%) and very high practicality (Teachers: 98.3%; Students: 100%). Crucially, the media proved highly effective, as confirmed by a T-Test result of 0.000 (<0.05), indicating a significant difference in mean scores between the two groups. This effectiveness was further underscored by the experimental class's N-Gain score of 0.71 (High category), which was substantially higher than the control group's score of 0.257 (Low category). In conclusion, the EDUMEDIG media successfully serves as a valid, practical, and effective innovative solution. It is recommended that this EDUMEDIG media be implemented as a proven tool to enhance students' motivation, engagement, and conceptual understanding in IPAS (Integrated Science and Social Sciences) subjects.
Lumio media development to improve motivation and critical thinking abilities in elementary school students Anjarweni, Bondhaningtyas; Buchori, Achmad; Sulianto, Joko
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.v6i3.5615

Abstract

Science learning in elementary schools is faced with the challenge of conventional media, which results in low motivation and critical thinking skills of students. This study aims to develop Lumio by SMART media through the STEAM approach on the metamorphosis of living things material in elementary schools. This study uses an R&D approach with the MDLC development model. Participants in this study included teachers and 18 third-grade students of SDN Sudo. Data collection methods included observation, interviews, questionnaires, pre-tests, and post-tests. Data were analyzed qualitatively and quantitatively to assess the feasibility of the product. The results of the validity test from the media validator obtained scores of 94% and 98% with a very valid category. The validity test of the material obtained results of 94% and 96%, in the very valid category. The results of the student and teacher questionnaires also showed positive results, namely 94% and 91% with a very good category, thus indicating that this media is feasible and effective to use. The results of the paired sample T-test, with N-Gain values of 0.86 and 0.68, respectively, showed differences and improvements in student learning outcomes. As a follow-up, Lumio by Smart Media is expected to be used to enhance students' learning experiences. Lumio by SMART Media, with its STEAM approach, is recommended for continuous implementation in elementary school science curricula as a concrete solution to improve educational quality, student motivation, and critical thinking skills. It also serves as a reference for teachers and schools in optimizing the use of innovative learning technologies.
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.

Page 39 of 42 | Total Record : 416

 37   38   39   40   41 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 4 (2026): February 2026 Vol. 6 No. 3 (2025): November 2025 Vol. 6 No. 2 (2025): August 2025 Vol. 6 No. 1 (2025): May 2025 Vol. 5 No. 4 (2025): February 2025 Vol. 5 No. 3 (2024): November 2024 Vol. 5 No. 1 (2024): May 2024 Vol. 4 No. 4 (2024): February 2024 Vol. 5 No. 2 (2024): August Vol. 4 No. 3 (2023): November 2023 Vol. 4 No. 2 (2023): August 2023 Vol. 4 No. 1 (2023): May 2023 Vol. 3 No. 4 (2023): February 2023 Vol. 3 No. 3 (2022): November 2022 Vol. 3 No. 2 (2022): August 2022 Vol. 3 No. 1 (2022): May 2022 Vol. 2 No. 4 (2022): February 2022 Vol. 2 No. 3 (2021): November 2021 Vol. 2 No. 2 (2021): August 2021 Vol. 2 No. 1 (2021): May 2021 Vol. 1 No. 4 (2021): February 2021 Vol. 1 No. 3 (2020): November 2020 Vol. 1 No. 2 (2020): August 2020 Vol. 1 No. 1 (2020): May 2020 More Issue