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Rees Jati Prakasa
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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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Exploring AI prompting and peer feedback in EFL paragraph writing Moh Hafidz; Mohammad Arief Wahyudi; Mohammad Kurdi Wijaya; Chairuddin; Arfiyan Ridwan
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.v7i1.6144

Abstract

This study investigated the integration of Artificial Intelligence (AI) prompting with peer feedback in the development of paragraph-writing skills in an English as a Foreign Language (EFL) context. Carried out over a semester at a private university in Indonesia, the research involved 37 undergraduate learners. In most cases, learners responded to feedback without AI help and used AI without intervention. Interestingly, nine participants completed all the necessary tasks involving integrating AI with peer feedback in an EFL writing paragraph. Learners used AI to compare their own feedback and subsequently engaged in peer discussion before finalising the draft. Using a descriptive qualitative approach with thematic analysis, data were gathered through observations and questionnaires. The findings indicate that learners developed self-confidence in expressing their ideas through writing and became more self-reliant after completing paragraphs. The process also fostered natural collaboration, although communication among learners remained limited. Learners were able to construct meaningful sentences using simple vocabulary. Additionally, the integration of AI-generated results, enhanced by personalised feedback, supported learning, fostered harmony among learners, and developed reflective skills.
The effect of AI-Optimized project-based learning on digital pedagogical readiness Hariyono Hariyono; Umi Hidayati; Suharto Suharto
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.v7i1.6145

Abstract

The integration of artificial intelligence (AI) in higher education has increased the demand for students' digital pedagogical readiness, particularly in economics education. This study examines the effect of AI-Optimized Project-Based Learning (AI-PjBL) on Digital Pedagogical Readiness (DPR) among undergraduate students. A quantitative approach was employed, involving 102 undergraduate students from the Economics Education and Management programs at Universitas Nusantara PGRI Kediri, using a purposive sampling technique. Data were collected using validated instruments and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The measurement model demonstrated strong reliability and validity, with factor loadings ranging from 0.77 to 0.90, Composite reliability values above 0.96, and Average Variance Extracted exceeding 0.67. Structural model analysis revealed that AI-PjBL had a strong and significant effect on DPR, indicated by a path coefficient of β = 0.79. The coefficient of determination (R² = 0.63) indicates that 63% of the variance in digital pedagogical readiness is explained by AI-PjBL, while the effect size (f² = 1.52) indicates a very large effect. These findings indicate that AI-PjBL effectively enhances students' technological readiness, pedagogical design ability, and reflective digital competence. The study highlights AI-PjBL as a promising instructional approach for strengthening digital pedagogy in economics education.
Ethical role modeling as a leadership strategy for inclusive education development Sulastri; Rambat Nur Sasongko; Muhammad Kristiawan
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.v7i1.6173

Abstract

This study examines ethical role modeling of the school principal as a strategic driver in the development of inclusive education. Inclusive education requires not only structural readiness but also ethical leadership capable of fostering equitable learning environments; however, prior studies have predominantly emphasized pedagogical and infrastructural aspects rather than leadership exemplarity. This research aims to explore how ethical role modeling is enacted, experienced, and institutionalized in inclusive school practices. A qualitative phenomenological design was employed, conducted at a public junior secondary school implementing inclusive education. Participants were selected through purposive and snowball sampling, including the principal, teachers, administrative staff, and students. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using qualitative descriptive procedures involving data reduction, categorization, and conclusion drawing. Findings reveal that ethical leadership is manifested through fairness, empathy, and moral responsibility, operationalized via behavioral consistency, disciplinary modeling, and value-based communication. These practices institutionalize inclusive policies, strengthen pedagogical readiness, and improve resource facilitation, thereby impacting inclusive school culture, teacher professionalism, and student participation. The study concludes that ethical role modeling functions as a moral institutional bridge, transforming inclusive values into sustainable educational practice. Therefore, leadership development programs and inclusive education policies should prioritize ethical exemplarity as a foundational competency to ensure sustainable and culturally embedded inclusive school transformation.
Enhancing students' digital literacy through digital-based classroom management in informatics learning Devi Sylvianica; Sudarwan Danim; Azizatul Khairi
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.v7i1.6175

Abstract

This study examines digital-based classroom management to enhance students' digital literacy in Informatics learning. The rapid expansion of educational technology requires structured classroom strategies that systematically foster multidimensional digital competencies rather than merely support content delivery. This research aims to analyze how digital-based classroom management through the 1 Cerdas Application enhances students' digital literacy competencies. A descriptive qualitative approach was employed in a public lower secondary school involving school leaders, Informatics teachers, and students selected purposively. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using an interactive qualitative model consisting of data condensation, data display, and conclusion drawing. The findings indicate that structured platform-based management improved students' technical proficiency, collaborative engagement, creative digital production, information evaluation skills, and ethical technology awareness, although infrastructure instability and varied digital readiness remained challenges. The study concludes that digital-based classroom management serves as a systemic pedagogical strategy for strengthening digital literacy and recommends continuous infrastructure improvements and teacher professional development to sustain the effectiveness of innovation.
Development of online learning modules to improve lecturers' digital literacy skills and teaching creativity Sastra Wijaya; Rifda Cita Zulviah; Fadlilah Fahmi; Teti Trisnawati; Anna Maria Oktaviani
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.v7i1.6182

Abstract

This research is motivated by low levels of digital literacy and limited creativity in teaching among lecturers, as well as the significant obstacles encountered in online learning at the Faculty of Teacher Training and Education, Universitas Primagraha. The purpose of this study is to analyze the needs, develop, and test the feasibility and effectiveness of a Digital Literacy E-Module for lecturers. Using the Research and Development (R&D) method within the ADDIE model, this study involved the entire population of FKIP lecturers, with 36 respondents selected through purposive sampling. Data collection techniques included observation, questionnaires, and tests, using instruments such as expert validation sheets, user response questionnaires, and learning outcome test questions. The results indicated that the E-Module is categorized as "Highly Feasible," with an average validation score exceeding 84%, and demonstrated moderate effectiveness, as indicated by an N−Gain score of 0.62. It is concluded that this E-Module is effective in enhancing lecturers' digital literacy and teaching creativity to support the quality of online learning within Universitas Primagraha. It is recommended that the institution integrate this module into continuous professional development programs for lecturers to ensure the quality of adaptive online learning.
Intellectual stimulation in transformational school leadership and teachers' self-efficacy Fitri Yanti; Doni Subrata; Aubray Mariel Ariestho; Desi Surlitasari Dewi
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.v7i1.6187

Abstract

This study examines intellectual stimulation in transformational school leadership and its relationship with teachers' self-efficacy. Although transformational leadership has been widely studied, limited research has examined intellectual stimulation as a distinct dimension and its contribution to teachers' self-efficacy, particularly in Indonesian public secondary schools. Grounded in transformational leadership theory and Bandura's self-efficacy framework, this study aimed to investigate that relationship and explain how such leadership is enacted in school practice. Employing a mixed-methods explanatory sequential design, quantitative data were collected from all 52 teachers through structured questionnaires that measured principals' intellectual stimulation and teachers' self-efficacy, using total sampling, and were analyzed using descriptive statistics and linear regression. Qualitative data were obtained through semi-structured interviews with 10 voluntarily selected teachers and were analyzed thematically. The quantitative findings indicate a significant positive relationship between principals' intellectual stimulation and teachers' self-efficacy. Qualitative results reveal that intellectual stimulation is manifested through encouragement to try new teaching methods, support during experimentation and failure, opportunities for professional dialogue, freedom to express alternative ideas, and the creation of psychological safety. The study concludes that intellectually stimulating leadership strengthens teachers' confidence, professional agency, and instructional improvement. These findings recommend that school principals foster psychologically safe and intellectually supportive environments to enhance teacher self-efficacy and sustainable school development.
Effectiveness of Kahoot-assisted PBL on the rapid reading ability of SLB students in Nias Epi Supriyani Siregar; Ika Purnama Sari -; Burhanuddin; Muhammad Isnaini; Mona Novita
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.v7i1.6209

Abstract

Speed-reading ability among students with special needs remains low, with most reading below the expected standard. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Kahoot in improving students' speed-reading ability. A quasi-experimental design with a pretest-posttest control group was employed. The population consisted of students from five special schools (SLB) in Nias Regency. A total of 97 students were selected using purposive sampling and divided into an experimental group (n = 49) and a control group (n = 48). Data were collected through reading speed tests, observation sheets, and student engagement questionnaires. The instruments were validated prior to use. Data were analyzed using PLS-SEM with SmartPLS 4.0. The results indicate that the PBL-Kahoot model significantly improves students' speed-reading ability. Student engagement plays a mediating role, and the model explains a substantial proportion of variance in reading performance. The intervention shows varying effectiveness across different types of special needs, with higher gains observed in certain groups. In conclusion, the integration of PBL and Kahoot effectively enhances speed reading ability through increased student engagement. It is recommended that teachers adopt technology-assisted, student-centered learning models and adapt them to students' specific needs.
An analysis of elementary students' ecological literacy growth within science project-based learning Sarah Fazilla; Yulia Santi; Annisaturrahmi
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.v7i1.6220

Abstract

Ecological literacy is not only environmental knowledge but also a critical mindset that integrates science, ethics, and action. This mixed-method analysis analyzes the ecological literacy skills of PGMI students in the science course through project-based learning (PBL). Data were collected through tests, interviews, and observations, then analyzed quantitatively and qualitatively using a triangulation approach. Test results indicated strong performance on indicators of ecological knowledge, systematic thinking, ecological empathy, and critical-evaluative thinking, but only adequate performance on the action indicator. These findings align with the interviews and observations: the majority of prospective teachers possess good ecological knowledge, as evidenced by PjBL projects that use eco-friendly materials and demonstrate adequate critical thinking, yet concrete actions in the environment remain underdeveloped. The recommendations of this study are to strengthen community-based campus programs, such as environmental internships and collaborations with elementary schools, to implement concrete actions, so that ecological literacy has a tangible impact on the community and learning in elementary schools.
Enhancing fifth-grade reading skills through RADEC and QuizWhizzer Ardita Putri Chahyani; Nur Latifah
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.v7i1.6232

Abstract

Reading ability remains a major issue in Indonesian primary schools, as reflected in students' low performance on global literacy assessments. This issue is frequently related to teacher-centered education and insufficient utilization of engaging digital learning resources. This study examines the effect of integrating the RADEC learning model with the QuizWhizzer platform on fifth-grade students' reading comprehension. The research population comprised fifth-grade children at SDN Tengah 07 Jakarta, and saturation sampling was used, with all students serving as research participants and separated into an experimental and control group. Pretests and posttests were administered using multiple-choice reading comprehension test instruments that included literal, inferential, critical, and creative features. Due to non-normal data distribution, the Wilcoxon signed-rank test was applied for analysis. The findings indicate improvement in both groups, with significantly greater gains in the experimental group. These findings demonstrate the usefulness of integrating structured learning models with interactive digital media in increasing engagement and understanding through active involvement and collaboration. Future research should investigate larger samples and longer implementation periods, as well as the incorporation of comparable digital platforms, to increase reading instruction in elementary school.
A rational decision-making learning model to enhance elementary students' environmental understanding Galih Dani Septiyan Rahayu; Asep Kurnia Jayadinata; Jajang Bayu Kelana
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.v7i1.6268

Abstract

Environmental literacy is a critical competency for elementary students, yet many pedagogical approaches lack structured frameworks connecting environmental issues to real-world decision-making. This study aimed to enhance students' environmental understanding through a rational decision-making learning model supported by interactive digital multimodal teaching materials based on socioscientific issues (SSI). A pre-experimental one-group pretest–posttest design was employed with 75 fifth-grade students in Cimahi City, West Java, selected through purposive sampling. Data were collected using a validated environmental understanding test that measured knowledge of causes, impacts, and solutions to environmental problems, and were then analyzed using Wilcoxon tests. Results showed a statistically significant improvement in students' environmental understanding. The model enabled students to think systematically by connecting causes, consequences, and solutions to environmental problems, while promoting critical reasoning and active engagement in learning. These findings suggest that integrating decision-making frameworks with multimodal SSI materials can effectively support environmental literacy in primary education. Future studies should apply this model across broader populations and examine its long-term impact on students' environmental attitudes and behavior. This study is limited to fifth-grade students in a single city; thus, its generalizability requires further investigation.

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