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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 446 Documents
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Why Indonesian education still inequitable and how the new strategy can solve it? Leni Lesnawati; Aan Komariah; Cepi Triatna; Asep Suryana; Mochammad Devi Cahya Ruhimat
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5953

Abstract

This study aims to design a new strategy to accelerate educational equity through local government. Using a qualitative-descriptive approach, it adopted data triangulation through document review, and in-depth semi-structured interviews with education office practitioners and education planning experts, which is selected purposively. The study lasted 79 days and used a thematic analysis to describe the data. The results: (1) Indonesian national education policy has long set principles for school siting to ensure accessibility; however, local governments still lack standardized procedural guidance for assessing and determining new school locations, resulting in implementation absurdities. (2) A new strategy to address educational inequity was formulated into 3 alternatives: (a) Establishing a local education policy as a standard operating procedure (SOP) for determining new school locations; (b) Multi-actor collaboration among local government, academics, and the community; (c) Creating a location selector application to assess the feasibility of proposed new school sites. The third alternative is special urgency, and it is the most prominent practical implication, because it offers substantial benefits for addressing educational inequity. Although focused on Subang Regency, the study is globally relevant given persistent educational inequity and structural constraints in many countries. Further research is recommended to develop the location selector application.
Development of multimedia based on augmented reality to improve students' critical thinking skills Predian Yudha Prasetya; Sukarmin
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.5955

Abstract

Limitations in students' critical thinking skills make it difficult to understand abstract concepts in the chemistry topic of reaction rates, even though critical thinking skills are essential in the twenty-first century. This study aims to develop an Augmented Reality (AR)-based Multimedia that is feasible to use to enhance students' critical thinking skills in the context of the reaction rate topic. Employing a Research & Development (R&D) approach based on the 4D model, the study involved 34 purposively selected twelfth-grade students from State Senior High School 1 Driyorejo. This study used questionnaires, observations, and tests, including validation sheets, student response questionnaires, pre-tests and post-tests, and observation sheets. AR multimedia obtained a mode of 5 in content validity, and construct validity is considered valid. Practicality was confirmed through a student response questionnaire, which scored 91.4%, categorised as practical, and supported by a 99.4% observation score of student activities. Effectiveness was demonstrated by a significant improvement in critical thinking skills, with an overall N-gain score of 0.73 (in the high category) and a Paired Sample T-test p-value of 0.001. Consequently, the developed AR-based multimedia is considered feasible, and teachers are recommended to use it, as it is practical and effective for improving students' critical thinking skills.
Teachers' experiences and adaptations in navigating generational pedagogical shifts with digital native junior high students Rulitawati; Salsabila Nurhaliza; Habibur Rachman
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6022

Abstract

The mismatch between traditional pedagogical approaches and digital-native learners' expectations poses substantial educational issues that need immediate attention. This research examined teachers' experiences with navigating generational pedagogical transitions while instructing digital-native students at junior high schools in Palembang. Participants, selected through purposive sampling, each had over 20 years of teaching experience and completed their education before the widespread integration of digital technology. Data collection utilized semi-structured interviews, non-participant classroom observations, and document analysis, analyzed through Colaizzi's phenomenological approach with triangulation for credibility. Findings revealed teachers' experiences evolved through five emotional stages from initial shock to eventual integration. Major challenges included technological competency gaps, infrastructure limitations, classroom management complexities, tensions between traditional and modern pedagogical values, and assessment difficulties. Teachers employed comprehensive adaptation strategies: segmented instruction with multimedia integration, strategic use of technology aligned with learning objectives, explicit digital citizenship instruction, continuous self-directed professional development, and cultivation of supportive learning environments. Results demonstrate that effectively managing generational pedagogical transitions requires comprehensive transformation beyond technical skills, necessitating systematic institutional support through infrastructure investment, continuous professional development, collaborative learning communities, adaptable curricula, and assessment reform to sustain teacher innovation in addressing digital-native learners. Key recommendations include establishing professional development programs, investing in digital infrastructure, creating teacher learning communities, developing flexible curricula, and implementing comprehensive support systems for teacher adaptation in the digital age.
Explaining students' learning activity: Effects of motivation, environment, and self-efficacy Fatmawati Samudin; Saharuna; Anas Arfandi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6057

Abstract

This research investigated the influence of motivation, learning environment, and self-efficacy on students' learning activity through an explanatory research approach. The population consisted of 3,481 vocational students in Palu City, Central Sulawesi, Indonesia, from which 359 respondents were selected using the Slovin formula and a simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through Partial Least Squares–Structural Equation Modeling with SmartPLS 3. The assessment of the measurement model confirmed adequate validity and reliability, as all constructs met the recommended thresholds for outer loading (> 0.70), composite reliability (> 0.70), and average variance extracted (> 0.50). The structural model analysis revealed that motivation exerted a positive and significant effect on learning activity (β = 0.395; t = 4.506; p < 0.001), while self-efficacy emerged as the strongest predictor (β = 0.470; t = 6.919; p < 0.001). Conversely, the learning environment did not demonstrate a significant direct effect on learning activity (β = 0.062; t = 0.696; p = 0.487). The results indicate that internal psychological factors, particularly self-efficacy and motivation, play a more substantial role than external environmental factors in shaping students' learning activity.
Aesthetic interaction and cultural education in Rejang Asta Dala Dance, Ubud Gusti Ayu Made Puspawati; Hartono; Malarsih
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6068

Abstract

The Rejang Asta Dala dance, as a sacred dance in Ubud, functions not only within religious rituals but also as a medium of cultural education that transmits symbolic values and cultural meanings within its supporting community. However, contemporary practices indicate a shift in orientation toward technical and visual aspects, potentially reducing philosophical depth and the sacred character of the dance. This study aims to analyze aesthetic interactions in the process of transmitting symbolic values and cultural meanings in the Rejang Asta Dala dance. The research employs a qualitative approach using ethnographic methods, including participatory observation, in-depth interviews, and documentation study. Data analysis is conducted through hermeneutic and semiotic perspectives. The findings reveal that the aesthetic elements of the dance, namely movement, spatial orientation, costume, and music (gamelan), function as a symbolic system that encodes Balinese Hindu cosmology, such as Asta Dala, Dewata Nawa Sanga, and Tri Hita Karana. Cultural education takes place through a hermeneutic cycle involving embodied experience in ritual practice (ngayah), intergenerational reflection, and mediation by the customary community (banjar), thereby shaping reflective and agentic cultural subjects. Despite its effectiveness, the sustainability of this dance's educational function faces challenges from tourism and modernization, necessitating efforts to safeguard the integrity of ritual contexts and the community's role as guardian of meaning.
The influence of job satisfaction and work motivation on organizational commitment among Catholic religious education teachers Din Oloan Sihotang; Ermina Waruwu; Aman Simaremare
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6086

Abstract

This study examines the influence of job satisfaction and work motivation on organizational commitment among Catholic Religious Education teachers in Indonesia. Despite extensive research on organizational commitment, few studies have examined these relationships in faith-based educational contexts. Using a quantitative approach with path analysis, the study involved 208 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using IBM SPSS. The findings reveal that job satisfaction and work motivation have a positive and significant influence on teachers' organizational commitment, both individually and simultaneously, accounting for 64.2% of the variance. Teachers who experience supportive working conditions, fair recognition, and strong intrinsic motivation tend to demonstrate higher emotional attachment, loyalty, and dedication to their schools. These findings highlight the importance of leadership strategies that enhance both satisfaction and motivation to sustain long-term teacher commitment in faith-based educational institutions.
Development of Montessori-based teaching materials for slow readers (BASIBA) to improve students' reading skills Tara Septiarani; Abdul Mukhlis
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6103

Abstract

This study aims to develop Montessori-based teaching materials called BASIBA (Low Reading Student Teaching Materials) to improve the early reading skills of first-grade students at MSI 14 Medono. The main problem is the high prevalence of slow readers, caused by a lack of literacy stimulation from parents, monotonous conventional learning methods, and teaching materials that do not suit children's cognitive and sensory needs. This study uses a Research and Development (R&D) approach, utilizing the ADDIE model, with a sample of 30 first-grade students. The analysis stage identified needs through observations and interviews with teachers, revealing that 10 students were unable to recognize letters, 12 had difficulty with double consonants, and only 8 were fluent readers. BASIBA was designed based on Montessori principles: multisensory, concrete, and gradual (letters, syllables, words, sentences), and it is equipped with student worksheets and guide barcodes. Validation by media and materials experts gave a feasibility score of 93% and 93.75% (very feasible). The implementation of BASIBA improved students' early reading skills; the pretest score of 63.43 increased to 80.69, yielding an N-Gain of 0.4460 (44.6%). The teacher's response reached 96.25%, and students showed high enthusiasm. The novelty of the research lies in the development of structured Montessori-based teaching materials specifically for slow-reading students through a multisensory approach in a systematic printed format. This research provides a scientific contribution in the form of innovative early reading teaching materials as an inclusive learning solution to improve basic literacy in elementary schools.
Gender fairness in measuring student agency: A Rasch DIF analysis Novi Sylvia; Ahman; Deni Hadiana
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6114

Abstract

As student agency increasingly shapes educational policy and reform, ensuring that its assessment practices are fair across genders has become a pressing equity concern. This study examines the gender-based measurement fairness of a multidimensional student agency instrument using Rasch-based differential item functioning (DIF) analysis in an Islamic secondary school. The study involved 601 students in Grades 10–12 (301 male; 300 female) selected through a school-based total accessible sampling approach, comprising 96 male and 101 female students in Grade 10, 138 male and 124 female students in Grade 11, and 67 male and 75 female students in Grade 12. Data were collected using a 60-item student agency questionnaire measured on a four-point Likert scale covering eight regulatory, motivational, and future-oriented dimensions. Results show that the instrument operates largely equivalently for male and female students. Although several items exhibited statistically significant DIF, substantively meaningful DIF was limited, localised, and bidirectional, and did not accumulate at the dimensional level. Core regulatory dimensions demonstrated strong invariance across gender. These findings indicate that observed gender differences in agency scores are unlikely to reflect measurement bias but rather reflect contextual variations in the expression of agency within this educational setting.
Financial decentralization in vocational schools: A BLUD governance study Yeni Triani; Manap Somantri; Asti Putri Kartiwi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6135

Abstract

This study examines the implementation of financial governance in vocational secondary schools operating under the Regional Public Service Agency (BLUD) framework as part of Indonesia's educational decentralization reform. The research is grounded in the urgency to strengthen institutional autonomy, financial flexibility, and industry relevance in vocational education amid increasing demands for production-based learning and for the development of factory teaching. The study aims to analyze policy implementation, financial planning, operational management, evaluation mechanisms, and governance follow-up practices within BLUD-based schools. A qualitative descriptive approach was employed using a multi-site case study design involving four vocational schools. The research population comprised BLUD-designated vocational schools in Bengkulu Province, from which four schools were purposively selected based on implementation duration, variation in governance performance, and production unit readiness. Research participants included principals, BLUD financial managers, vocational teachers, and representatives from the education office. Data were collected through semi-structured interviews, non-participant observations, and analysis of institutional documents, using validated interview guides and observation protocols. Data were analyzed using the CIPP evaluation model supported by interactive data analysis techniques. The findings indicate that BLUD governance has been implemented in a structured manner, enabling flexible financial management, strengthening teaching factory operations, and enhancing experiential learning. Evaluation systems and follow-up actions were found to reinforce accountability in governance and institutional learning. The study concludes that BLUD financial autonomy contributes positively to the quality of vocational education when supported by participatory governance, managerial competence, and sustainable evaluation. It is recommended that policymakers strengthen capacity-building programs, participatory financial literacy, and performance-based monitoring systems to optimize outcomes of BLUD implementation.
Mathematical critical thinking in ethno-controversial problems: A logical-mathematical intelligence perspective I Gusti Ngurah Pujawan; I Putu Pasek Suryawan; I Gusti Nyoman Yudi Hartawan; I Made Suarsana
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 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.v7i1.6140

Abstract

Mathematical critical thinking ability is a crucial skill that should be developed in mathematics education, particularly in addressing complex and contextual problems. This study aims to describe the mathematical critical thinking skills of Grade 10 senior high school students in solving ethno-controversial mathematical problems viewed from the level of logical–mathematical intelligence. This study employed a descriptive qualitative approach, with 6 grade 10 students from SMA Negeri 2 Singaraja as subjects, selected based on high, medium, and low levels of logical–mathematical intelligence. Data were collected through a written test based on ethno-controversial problems, a logical–mathematical intelligence questionnaire, semi-structured interviews, and documentation of students' work. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, referring to the indicators of mathematical critical thinking, namely interpretation, analysis, evaluation, and inference. The results of the study indicate that students with high logical–mathematical intelligence consistently meet most indicators of mathematical critical thinking, although they still show shortcomings in systematically presenting conclusions. Students with moderate logical–mathematical intelligence demonstrate fairly good mathematical critical thinking abilities in the indicators of interpretation and analysis; however, they still experience difficulties in the indicators of evaluation and inference. Meanwhile, students with low logical–mathematical intelligence show limitations in almost all indicators of mathematical critical thinking. These findings suggest the need for differentiated instructional strategies tailored to students' levels of logical–mathematical intelligence.

Page 43 of 45 | Total Record : 446

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