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
 38   39   40   41   42 
Designing ESD-integrated outdoor learning to enhance students' systems thinking skills Wardani, Duhita Savira; Widodo, Ari; Syaodih, Ernawulan; Muslim
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.v6i4.5983

Abstract

This study aimed to develop and examine the feasibility and preliminary effectiveness of an Education for Sustainable Development (ESD)-integrated outdoor learning design to enhance students' systems thinking skills in science classrooms, responding to the urgent need for instructional approaches that address students' limited ability to understand complex sustainability issues at the primary education level. The study employed a Design and Development (D&D) research approach, consisting of needs and context analysis, design development, expert validation, and limited implementation. The study involved 200 elementary school students selected through purposive sampling from public schools representing diverse learning contexts. Research instruments included validation sheets, learning implementation tools, and a systems thinking test. Data were analyzed using descriptive statistics, Percentage Agreement (PA) for reliability, paired difference testing, and N-gain analysis. The results indicated that the developed design, learning worksheets, and instruments were highly valid and reliable. Limited evaluation results indicated a significant improvement in students' systems-thinking skills, with a moderate N-gain score. These findings suggest that ESD-integrated outdoor learning can foster a holistic understanding of sustainability issues. It is recommended that future studies implement large-scale programs and investigate the long-term impacts on sustainability-oriented behaviors.
Evaluation of multigrade teaching implementation at CLC SLDB Inandung TKB Punteh in Sabah, Malaysia Hariri, Nur; Suhardi, Iwan; Syahrul
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.v6i4.6047

Abstract

This study aims to evaluate the implementation of multigrade teaching at CLC SLDB Inandung TKB Punteh in Sabah, Malaysia, by employing the CIPP evaluation model (Context, Input, Process, Product). A qualitative approach was employed. Participants were selected through purposive sampling, involving teachers, students, and local stakeholders directly engaged in multigrade instruction. Participants were selected through purposive sampling, involving teachers, students, and local stakeholders directly engaged in multigrade instruction. The findings indicate that, in the context component, multigrade teaching is a strategic response to the educational needs of children of Indonesian migrant workers living in remote plantation areas. In the input component, teacher qualifications vary, and learning facilities remain limited, although strong teacher commitment supports instructional continuity. The process component reveals adaptive classroom management through integrated thematic instruction, flexible grouping, and time management despite limited instructional media. The product component shows positive impacts on access to education, learning motivation, attendance, and student character development, although academic achievement, particularly in literacy, numeracy, and basic technology use, still requires improvement. Based on these findings, strengthening teacher capacity and improving learning facilities are recommended to enhance the sustainability and quality of multigrade instruction in community-based education settings.
Free nutritious school meals: Effects on student well-being and learning Dedy; Danim, Sudarwan; Khairi, Azizatul
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.v6i4.6048

Abstract

Students in many parts of Indonesia continue to face challenges such as hunger, low concentration, and unequal access to adequate nutrition, which negatively affect learning readiness and academic engagement. This study examines the implementation of the Free Nutritious School Meal Program and its implications for student well-being and learning in a public vocational high school in Bengkulu City, Indonesia. The study addresses the urgency of understanding how school feeding policies are operationalized at the school level to respond to students' nutritional and learning needs. A qualitative descriptive approach was employed, with data collected through observations, semi-structured interviews, and document analysis. The study involved purposively selected participants, including school leaders, teachers, students, and parents. The findings indicate that the program has been implemented through structured stages of preparation, distribution, supervision, and evaluation, contributing to improved student energy levels, learning engagement, healthy behaviors, and discipline. However, challenges related to logistics, staffing, infrastructure, and communication with food providers were identified. The study recommends strengthening school management capacity, improving infrastructure, and developing evidence-based monitoring systems to enhance program sustainability and effectiveness.
Data-enhanced supervisory practices for advancing teacher professional competence Daniati, Yunita; Nur Sasongko, Rambat; Kristiawan, 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.v6i4.6049

Abstract

This study was conducted to explore how data-enhanced supervisory practices evaluated through the CIPP (Context, Input, Process, Product) model can strengthen decision-making and improve teacher professional competence. This research employed a qualitative approach using the CIPP evaluation model. Participants were selected through purposive sampling, involving the principal, vice principal for curriculum, and teachers who had directly experienced data-based academic supervision at Senior High School 1 Central Bengkulu. Data were obtained through interviews, observations, and document analysis. Triangulation ensured data validity, while thematic analysis examined supervisory practices, teacher responses, and teacher professional competence outcomes. Findings reveal that data-enhanced supervision enables more precise identification of teacher challenges and facilitates evidence-based feedback. The CIPP analysis showed that contextual readiness is strong; however, input components, particularly digital competence and technical support, require further strengthening. Process evaluation indicated consistent use of data during supervision, while product evaluation demonstrated improvements in instructional planning, classroom management, reflective practice, and accountability. Teachers showed increased motivation and awareness of professional competence, and schools benefited from systematic monitoring of instructional quality. The study concludes that integrating data into supervisory practices significantly enhances teacher professional competence. It is recommended that schools strengthen supervisors' data literacy, improve digital infrastructure, and institutionalize data-based supervision as a sustainable professional development strategy to support long-term educational improvement.
Evaluating the alignment between needs and the availability of physical education, sports, and health facilities Abrori, Rifky; Danim, Sudarwan; Khairi, Azizatul
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.v6i4.6050

Abstract

This study examines the alignment between ideal needs and the actual availability of Physical Education, Sports, and Health (PESH) facilities at the secondary school level. Adequate PESH facilities are essential to support safe, effective, and student-centered learning; however, many schools, particularly in resource-limited contexts, face persistent infrastructural constraints. The urgency of this research lies in the need to move beyond descriptive assessments of facility availability toward an evaluative understanding of gaps and policy responses. The study aims to identify the ideal PESH facility needs, assess actual facility conditions, analyze discrepancies between standards and practice, and examine school-level policies to address these gaps. A qualitative descriptive approach was employed using the Discrepancy Evaluation Model (DEM). The research population consisted of school leaders, PESH teachers, and facility management staff, with participants selected through purposive sampling based on their roles and involvement in facility management. Data were collected through observations, interviews, and document analysis. The findings reveal low to moderate alignment between ideal standards and actual provision, with significant gaps in facility quantity, quality, supporting infrastructure, and maintenance systems. Despite these limitations, PESH learning continues through adaptive instructional strategies and collaboration with external stakeholders. The study recommends strengthening needs-based facility planning, establishing systematic maintenance procedures, and developing specific school-level policies to support sustainable PESH facility development. The study concludes that improving PESH learning quality requires systematic facility planning and targeted policy frameworks to progressively reduce discrepancies and ensure sustainable educational development.
Transforming school budgets into instructional impact: Financial efficiency in teaching and learning Aninda, Lovi; Nur Sasongko, Rambat; Connie
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.v6i4.6051

Abstract

Educational funding is increasingly expected to generate measurable instructional impact; however, many schools still struggle to translate available budgets into effective teaching and learning practices. This condition creates an urgent need for research that examines not only how much funding is provided, but how efficiently it is managed at the school level. This study aims to analyze how school budgets can be transformed into instructional impact through efficient financial management using an evaluative perspective. Employing a qualitative case study with a CIPP evaluation framework, the research was conducted at a public junior high school in Central Bengkulu, Indonesia. The population comprised school management and teachers, and participants were selected through purposive sampling to ensure information-rich data. Data were collected through semi-structured interviews, classroom observations, and document analysis using interview guides, observation protocols, and financial document checklists as research instruments. The findings reveal that instructional financial efficiency is achieved when participatory planning, disciplined implementation, reflective evaluation, and systematic follow-up operate coherently. The study offers novelty by applying the CIPP model specifically to instructional financing at the school level and providing empirical evidence linking budgets directly to classroom practices. It is recommended that schools institutionalize teacher participation in budgeting, strengthen evaluation mechanisms tied to instructional outcomes, and consistently use evaluation results to refine budgets.

Page 42 of 42 | Total Record : 416

 38   39   40   41   42 

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