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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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Coaching-based academic supervision to enhance teachers' pedagogical competence Gulo, Rini Susanti; Niswanto; Ismail; Handayani, Nuri
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.v6i4.5683

Abstract

Conventional academic supervision often remains administrative and less effective in supporting teacher growth. Coaching offers a reflective and collaborative alternative that empowers teachers through partnership and constructive feedback. This study investigates the construct of coaching-based academic supervision, identifies critical success factors, and analyzes its impact on teachers' pedagogical competence. A qualitative descriptive design involving a population of teachers and school principals from three public junior high schools in Simeulue Regency, with a sample of 15 participants selected through purposive sampling (three principals and twelve teachers), was employed. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive qualitative model consisting of three stages: data reduction, data display, and conclusion drawing. The findings revealed that coaching was implemented through three reflective and dialogic stages, namely pre-observation, observation, and post-observation. Its effectiveness was supported by teacher empowerment, collaborative leadership, a reflective culture, and openness to feedback, which led to improved lesson planning, innovative teaching strategies, and better classroom management. Based on these findings, it is recommended that schools institutionalize reflective coaching practices, provide continuous professional development for supervisors, and build a supportive school culture that fosters open dialogue and collaborative learning.
The influence of organizational culture, work-life balance, and occupational health on teacher performance Utaminingsih, Sri
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.v6i4.5689

Abstract

This study examines the influence of organizational culture, work–life balance, and occupational health on the performance of early childhood education teachers in South Tangerang City. Strengthening teacher performance in PAUD institutions is increasingly urgent due to rising academic workloads, administrative demands, and institutional expectations. The research aims to analyze both the partial and simultaneous effects of the three independent variables on teacher performance. A quantitative survey design was employed, involving 30 PAUD teachers selected through simple random sampling. Data were collected using a 46-item Likert-scale questionnaire and analyzed using multiple linear regression. The findings reveal that work–life balance has a significant positive effect on teacher performance, while organizational culture and occupational health do not show significant partial effects. However, the three variables collectively exert significant influence, with an R² of 0.261, indicating that they explain 26.1% of the variance in teacher performance. These results underscore the critical role of maintaining a balanced interaction between work responsibilities and personal life in enhancing teacher performance. The study concludes that institutions should provide structured support, reduce administrative burdens, and foster consistent work culture and occupational health measures to promote optimal performance and professional well-being among PAUD teachers.
The Kirkpatrick model is utilized in Indonesian language-literature training programs for madrasa teachers in West Java Arvianto, Faizal; Rahma, Rosita
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.v6i4.5693

Abstract

An evaluation is required to determine whether a program has achieved its objectives. This process involves collecting data to inform decisions on whether the program should be continued, discontinued, or revised. This article evaluates the Indonesian Language and Literature Learning Evaluation Training program for madrasa teachers in West Java, employing the four levels of the Kirkpatrick evaluation model: reaction, learning, behavior, and results. Primary data were collected from training participants, while secondary data were obtained from evaluation tools created by the participants. Sampling was conducted using saturated and convenience sampling, with data collected via questionnaires, tests, and document analysis. The results indicate a positive reception from participants (reaction), a significant increase in cognitive scores from pre-test to post-test by 37.25% (learning), and a high rate of knowledge transfer, with 82% of participants producing highly appropriate evaluation instruments (results). These findings demonstrate that the training effectively bridged the gap between theoretical knowledge and classroom implementation. Based on these outcomes, the authors provide recommendations for program sustainability, including optimized scheduling, module development, intensive monitoring, and the establishment of periodic evaluation success criteria.
Development of Android-based interactive applications to stimulate children's cognitive development Agusniatih, Andi; Sayyidah, Ika Anggraini As; Zuama, Shofiyanti Nur; Amrullah
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.v6i4.5696

Abstract

Early childhood cognitive development requires engaging learning media. However, many PAUD classrooms still rely on monotonous activities that reduce children's motivation and limit cognitive progress. This study aimed to develop an Android-based interactive learning application to stimulate early childhood cognitive development, particularly in recognizing colors, geometric shapes, and sizes. The study used a research and development method based on the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The population comprised children at RA Al Ikhlas Birobuli. Participants for the classroom trial were selected through purposive sampling, focusing on children who took part in the learning activities during the implementation stage. Data were collected using observation sheets to measure learning engagement and cognitive performance, expert validation questionnaires to assess media and material feasibility, and cognitive tests in the form of a pretest and posttest to measure learning outcomes. Expert validation results indicated that the application was highly feasible, with a media feasibility score of 95% and a material feasibility score of 92%. Classroom implementation showed a significant improvement in children’s cognitive abilities, as indicated by higher posttest scores than pretest scores and a p-value of 0.000. The application includes interactive features such as visual animations, sound effects, game-based tasks, and a reward system, which increased engagement and motivation and supported constructivist principles that emphasize active and multisensory learning. In conclusion, the Android-based interactive application is effective, practical, and innovative for supporting early childhood cognitive development. It is recommended that PAUD teachers use this application as complementary learning media. Future studies should involve larger and more diverse samples and evaluate long-term learning retention and usability across different devices.
Developing critical reading behaviors through guided close reading of research articles Jaya, Sinarman; Kusmiarti, Reni; Paulina, Yanti
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.v6i4.5698

Abstract

The ability to construct well-reasoned arguments remains a challenge for many EFL undergraduates engaged in academic reading and writing. This study examines how guided close reading of research articles supports the development of critical reading behaviors and research-based academic writing. Using a mixed-methods design, the study was conducted in a Research in ELT course involving 24 fifth-semester EFL students selected through intact-class sampling. Data were collected through think-aloud protocols, reading logs, classroom observations, and two stages of academic writing drafts. Quantitative data were analyzed descriptively and through paired sample comparisons, while qualitative data were thematically coded to capture analytical, evaluative, and metacognitive reading behaviors. The findings indicate a shift from surface comprehension toward deliberate engagement with claims, evidence, assumptions, and reasoning. These changes were reflected in clearer argument structures and improved integration of evidence in students' writing. The study recommends integrating guided close reading into academic literacy courses to strengthen critical reading and research-based writing practices.
AI-enhanced flipped classroom design thinking to improve self-efficacy in open distance learning Suwardika, Gede; Sopandi, Agus Tatang; Indrawan, I Putu Oktap; Masakazu, Kadek
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.v6i4.5702

Abstract

Self-efficacy is a critical determinant of learner success in Open and Distance Learning (ODL), where limited interaction and tutor-centred instruction may weaken confidence and autonomy. This study examines how progressively scaffolded learning designs improve self-efficacy by comparing a Conventional Tutorial, a Flipped Classroom with Design Thinking (FCDT), and an AI-enhanced FCDT-AI model. Using a within-subjects repeated-measures design, 26 undergraduate ODL students recruited through purposive sampling experienced all three conditions in a counterbalanced sequence. Self-efficacy was measured with a validated 34-item scale, complemented by reflection logs. Quantitative analysis (Greenhouse–Geisser–adjusted repeated-measures ANOVA) showed a significant, monotonic increase in self-efficacy from the Conventional Tutorial to FCDT and FCDT-AI (p < .001). Mean scores rose from 77.79 to 80.99 and 85.05, respectively, with decreasing coefficients of variation indicating more stable confidence under higher scaffolding. Qualitative findings reinforced this progression: students described tutor dependence and uncertainty under the Conventional Tutorial, greater autonomy and structured mastery under FCDT, and the strongest, most consistent confidence under FCDT-AI due to AI-supported guidance. These results demonstrate that structured flipped design-thinking models, strengthened by generative AI scaffolding, can substantially enhance self-efficacy in ODL contexts. Future studies should investigate long-term effects across larger and more diverse learner populations.
The effect of blended microlearning soil analysis practicum on students' learning outcomes in Geography Aidah, Yurotul; Masitoh, Ferryati
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.v6i4.5730

Abstract

High schools with limited instructional resources require learning approaches that are both effective and practical. This study investigated the effectiveness of a blended microlearning model in improving students' learning outcomes during a soil analysis practicum in Geography. A quasi-experimental posttest-only control-group design was used with 59 Grade XI Social Science students at SMA Diponegoro Tumpang. Two classes were selected through purposive sampling: an experimental group (n = 30) that received blended microlearning instruction and a control group (n = 29) that followed conventional practicum-based learning. Data were collected using a cognitive achievement test, a psychomotor performance rubric, and a learning motivation questionnaire. The results show that students in the experimental group achieved a higher mean score (M = 87.3) than those in the control group (M = 79.3). Analysis using the Mann-Whitney U test indicated a statistically significant difference between the two groups (p = .019). These findings demonstrate that blended microlearning effectively enhances students' cognitive understanding, practical skills, and learning motivation in geography practicums. Therefore, this study recommends adopting microlearning-based blended strategies as a low-cost, feasible instructional alternative for schools with limited educational resources.
The effectiveness of ethnopedagogy in revitalising local wisdom in formal education: A phenomenological review Uswatun; Milandari, Baiq Desi; Bilal, Arpan Islami; Garba, Malami Muhammad; Hafeez, Muhammad
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.v6i4.5742

Abstract

Ethnopedagogy is an educational approach grounded in culture that plays an important role in preserving local wisdom amid the challenges of globalisation. This study aims to describe the integration of local cultural values into the learning process and culture-based school programmes, explain the role of ethnopedagogy in shaping students' character and strengthening their cultural identity, and identify forms of collaboration between schools and communities to support the sustainability of local wisdom-based learning. This study used a qualitative phenomenological approach and was conducted at one of the public elementary schools in West Lombok Regency. The research subjects included the principal, teachers, community leaders, and 30 students in grades V and VI. Data was obtained through observation, interviews, and documentation, then analysed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that ethnopedagogy is effective through Cultural Saturday activities, batik making, and Gendang Beleq drumming, which instil character values and a sense of cultural pride. The incorporation of local wisdom into Civics and Science lessons increases student motivation and understanding, while cooperation between schools and the community supports the sustainability of culture-oriented learning. A comparative analysis of informants' perspectives reveals heterogeneous learning experiences: male students are more interested in traditional Gendang Beleq music, while female students are more interested in batik and dance activities. Ethnopedagogy can be an effective educational approach for strengthening character education, preserving local culture, and developing contextual learning rooted in national cultural values.
Effectiveness of guided inquiry learning and self-regulated learning on students' numeracy skills Mahsup; Syaharudin; Nepomuceno, Matthew; Jali, Hasan bin
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.v6i4.5756

Abstract

Numeracy is a fundamental competency for university students, particularly in education-related programs. However, evidence shows that numeracy performance in Indonesia remains relatively low, highlighting the urgency of identifying effective instructional and learner-related factors that support numeracy development in higher education. Previous studies have often examined instructional approaches and learner characteristics separately, resulting in a limited understanding of their combined influence at the tertiary level. Therefore, this study aims to examine the influence of guided inquiry learning and self-regulated learning on students' numeracy skills. Using a quantitative correlational design, data were collected from 50 undergraduate students purposively selected from the Mathematics Education and Elementary Teacher Education programs. The inclusion criteria focused on students who had completed courses related to instructional strategies and mathematical reasoning. Data were obtained through validated Likert-scale questionnaires and analyzed using multiple linear regression. The results show that guided inquiry learning and self-regulated learning significantly predict numeracy skills (F = 96.923, p < .001). These findings indicate that numeracy development becomes more effective when inquiry-oriented instruction is supported by strong self-regulated learning capacities. Accordingly, this study recommends integrating guided inquiry learning with self-regulated learning strategies to strengthen numeracy competencies in higher education.
Understanding bullying experiences and student well-being in rural primary schools Rizqoh, Evana; Sriyanto
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.v6i4.5848

Abstract

Bullying remains a recurring challenge within school environments, shaping children's emotional and academic well-being in complex ways. In Indonesia, particularly in rural primary school contexts, limited research has examined how children themselves interpret and make sense of their bullying experiences. This study aims to explore the forms of bullying experienced by rural primary school students and to examine how these experiences influence their emotional and academic well-being. Adopting a qualitative phenomenological design, this study involved six children aged 10–12 years who had experienced bullying in rural primary schools. Data were generated through semi-structured interviews with children, supported by interviews with teachers and parents, as well as classroom and playground observations. The data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that bullying is experienced through verbal, physical, and social practices embedded in everyday peer interactions. These experiences negatively affect children's emotional well-being, manifested in fear, anxiety, emotional suppression, and social withdrawal, and undermine academic well-being through reduced motivation, concentration, and self-confidence. Supportive relationships with teachers, parents, and peers emerged as important protective factors that helped children sustain emotional stability and engagement in learning. This study highlights the importance of developing context-sensitive and supportive interventions to address bullying and promote student well-being in rural primary school settings.

Page 41 of 42 | Total Record : 416

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