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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 476 Documents
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Development and validation of multimedia-based learning product instruments: SEM and Rasch model approaches Sofyan; Erisa Kurniati; I Wayan Widana; Sabariah; Mazni Binti Muhammad
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.v7i1.6343

Abstract

Despite the rapid expansion of multimedia-based learning in education, the availability of psychometrically validated evaluation instruments remains limited, underscoring the urgent need for reliable, standardized measurement tools. This study aims to develop and validate a multimedia-based learning product evaluation instrument that measures three main constructs: feasibility, practicality, and attractiveness. The study used an instrument development design with an integrated psychometric approach that combines classical measurement theory (Classical Test Theory), Structural Equation Modeling (SEM), and the Rasch Model. Content validity was assessed using expert judgment, as measured by Aiken's V coefficient and the Content Validity Ratio (CVR). Construct validity was tested through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural analysis was conducted to examine the relationships between constructs, and multi-group analysis (teachers and students) was conducted to test model invariance. Data were collected from 257 respondents, comprising 153 students and 104 teachers. The results showed that the instrument had high content validity (mean Aiken's V = 0.89), very high reliability (α = 0.93), and a good measurement model fit (CFI = 0.96; RMSEA = 0.054). Rasch analysis showed item reliability of 0.96, and no serious misfit was found. Multi-group analysis showed the model was invariant between teachers and students. Thus, this instrument meets modern psychometric standards and is suitable for use in evaluating multimedia-based learning products.
Enhancing students' cognitive and science process skills through inquiry-based virtual experiments on electricity concepts Rifat Shafwatul Anam
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.v7i1.5999

Abstract

This study investigates the effectiveness of inquiry-based virtual experiments in improving elementary students' cognitive skills and science process skills in learning electricity concepts. The integration of digital simulations into elementary science instruction has become increasingly important for supporting conceptual understanding and scientific inquiry, particularly for abstract topics such as electricity. The population consisted of sixth-grade students at a public elementary school, from whom 25 were selected using purposive sampling based on technological readiness and curriculum alignment. The study employed a quasi-experimental design using a one-group pretest–posttest approach. The learning intervention was implemented through four inquiry-based sessions using PhET Interactive Simulations (Circuit Construction Kit: DC). Data were collected using two validated multiple-choice instruments: a 17-item cognitive test aligned with five levels of Bloom's Revised Taxonomy and an 18-item science process skills test measuring six indicators, including observing, classifying, predicting, interpreting data, drawing conclusions, and communicating. The instruments demonstrated good internal consistency (KR-21 = 0.83). Data were analyzed descriptively by comparing pretest and posttest scores. The results showed an increase in students' posttest mean scores, reaching 79.3% for cognitive skills and 73.1% for science process skills.
The effect of NHT Google sites on critical thinking and motivational learning on stoichiometry material Tasya Noor Nabila; Nurfina Aznam
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.v7i1.6026

Abstract

Many students exhibit low levels of critical thinking and motivation for learning, indicating the need for innovative instructional approaches. This study aims to examine the impact of Numbered Heads Together (NHT) learning using Google Sites on students' critical thinking and motivation to learn. This research was conducted in two high schools in Yogyakarta. This study employed a quantitative quasi-experimental design, involving students from 11th-grade science classes. The experimental group learned NHT on Google Sites, whereas the control group received instruction using a scientific approach. The sampling technique uses a cluster random sampling. The research instrument uses a test and a questionnaire, and data are collected through pretest and posttest measures. Furthermore, the data were analyzed using MANOVA. The results from hypothesis tests showed significant differences in students' critical thinking and motivational learning, both simultaneously and separately, between students who were given NHT-Google Sites and those who were given a scientific approach, with a simultaneous effective contribution of 31.4%, which is categorized as large. and separately, 26,2% for critical thinking skills and 14,8% for student learning motivation, each of which was in a large category. Overall, students' critical thinking and motivation to learn in NHT using Google Sites were higher than those of students who received instruction using a scientific approach. These findings suggest that the Numbered Heads Together learning model, when implemented with Google Sites, can be an effective instructional strategy for enhancing students' critical thinking skills and motivation to learn.
The Poda Na Lima philosophy: A contextual leadership framework for elementary schools Tanggapan C. Tampubolon; Kaleb E. Simanungkalit
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.v7i1.6156

Abstract

This study reconstructs the Poda Na Lima philosophy into a contextual school leadership framework to bridge the gap between formal administrative demands and local cultural values. The objective is to analyze how these indigenous values are interpreted and implemented by school principals in North Tapanuli. Using a qualitative exploratory design, the study employed purposive sampling to select 15 participants (3 principals, 9 senior teachers, and 3 community leaders) from the elementary school population. Data were gathered through in-depth interviews, field observations, and document analysis. Results indicate that Poda Na Lima encompasses five dimensions: leadership accountability, teacher professionalism, infrastructure management, environmental development, and social ethics. These values are operationalized through transparency, role modeling, and ethical communication within the school community. In conclusion, integrating indigenous wisdom fosters a contextual leadership model that strengthens school governance and social harmony. It is recommended that local education authorities integrate this framework into leadership training programs to enhance culturally-responsive school management.
What predicts accounting prospective teachers' career choice? Evidence from the teaching internship program Nurdian Susilowati; Amir Mahmud; Camelia Yunika Elisabet; Puji Novita Sari; Arif Santoso
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.v7i1.6263

Abstract

Prospective teachers should participate in pedagogical competency programs and engage in teaching practice to become professional teachers. The urgency of this study lies in examining the factors that influence career choices and assessing the quality of future professional teachers. This study investigates the effects of career self-efficacy (SE) and career interest (CI) on career choice (CC), with career exploration (CE) as a mediator, during the teaching internship. The population was 675 accounting education students who participated in the teaching internship program. The study used a simple random sampling method, yielding 251 respondents. The questionnaire included the career decision-making career self-efficacy scale-short form (CDMSE-SF), career exploration survey (CES), and career choice. A quantitative approach using structural equation modeling (SEM) was employed in WarpPLS 5.0. The study results show a direct relationship between career self-efficacy, career interest, and career exploration on career choice. Career exploration at the teaching internship also mediates the relationship between career self-efficacy and career interest in teaching career choice. It indicates that teaching internship programs increase students' confidence, thereby strengthening their resolve to pursue a career as an accounting teacher. Future studies may also explore other variables such as outcome expectations and personal background factors.
Measuring TPACK in context: Validating a cross-contextually fair instrument for Indonesian teachers Uwes Anis Chaeruman; Suwarno; Santi Maudiarti; I Gde Wawan Sudatha
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.v7i1.6354

Abstract

As technology integration has become increasingly central to contemporary education, the need for valid and contextually fair instruments for assessing teachers' Technological Pedagogical Content Knowledge (TPACK) has become more urgent. This study aimed to develop and comprehensively validate a TPACK self-assessment instrument for Indonesian in-service teachers. A total of 1,297 teachers selected through purposive and convenience sampling from diverse provinces, school levels, and geographic locations participated in the study. The 48-item instrument, distributed across seven TPACK dimensions (TK, CK, PK, PCK, TCK, TPK, and TPACK), employed a 4-point Likert scale. Psychometric evaluation followed a multistage approach: (a) construct validity via corrected item-total correlations, in which all items met the r ≥ .30 threshold (range: .57–.79); (b) internal consistency reliability using Cronbach's alpha, with all dimensions exceeding .70 (α = .78–.97); (c) exploratory factor analysis (EFA), which supported the theoretical factor structure (KMO = .968; Bartlett's χ² = 54,279.51, p < .001); (d) confirmatory factor analysis (CFA), which yielded marginal fit indices (CFI = .707; RMSEA = .107), suggesting the need for model refinement; and (e) differential item functioning (DIF) analysis, which revealed minimal gender-based bias but notable location-based DIF. Overall, the instrument demonstrated strong psychometric properties for measuring teachers' TPACK in the Indonesian context. The findings highlight the importance of refining TPACK instruments to ensure greater measurement fairness across diverse educational settings and support future teacher professional development initiatives.
Developing and validating Technology and Engineering Literacy Instrument (TELI) for pre-service science teachers Defrizal Hamka; Riandi; Irma Rahma Suwarma; Sjaeful Anwar
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 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.v7i2.6108

Abstract

Technology and engineering literacy (TEL) is an essential competency for pre-service science teachers in meeting the demands of the modern workforce. However, existing TEL assessment instruments are often insufficiently aligned with developing country contexts. This study aimed to develop and validate a contextual Technology and Engineering Literacy Instrument (TELI) for pre-service science teachers. The instrument was developed based on the National Assessment of Educational Progress (NAEP) TEL framework and incorporated scenario-based assessments reflecting real-world problems. A psychometric instrument development and validation design was employed. Content validity was evaluated by five experts, and field testing involved 132 pre-service science teachers in Riau Province, Indonesia. Rasch model analysis was used to examine construct validity, item fit, and reliability. The results demonstrated high content validity and acceptable construct validity, item fit, and reliability. These findings indicate that TELI is a valid, reliable, and contextually relevant instrument for assessing TEL competencies. The study concludes that TELI can support authentic assessment in science teacher education and provide a practical tool for evaluating and improving technology and engineering literacy in developing country contexts.
Analysis of students’ relational critical thinking abilities using an in-depth learning approach Munali; Siti Alifah; Imam Suseno; Tatan Zenal Mutakin; Shinta Dewi; Lusiana Wulansari; Sri Hapsari
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 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.v7i2.6121

Abstract

Achieving the Golden Age Indonesia 2045 vision requires advancing human resources, particularly among educators. This is due to low PISA scores, a test of academic ability and critical thinking skills. This research is urgent because it aims to improve educator quality through a deep learning approach. This study aims to analyze students' Relational Critical Thinking (RCT) abilities in mathematics using a deep learning approach. This study employs a quantitative methodology using the Rasch model for data analysis. The research population includes Senior High Schools and Islamic Senior High Schools in Banten Province, with participants selected through random sampling. Data were collected using Google Forms with 15 essay questions on relational critical thinking. The results: 103 students (27.54%) fall into the developing RCT category, 152 students (40.64%) fall into the basic RCT category, and 119 students (31.82%) fall into the incompetent RCT category. These findings demonstrate that students' RCT abilities in mathematics are largely at the basic and incompetent levels. Deep learning can enhance students' RCT. This study recommends that educators consistently implement deep learning project-based learning approaches and use a valid critical thinking instrument.
EduVa: Prototyping and testing AI-powered interactive LMS with adaptive modules and assessments Sumarlin Sumarlin; Skolastika Siba Igon; Remerta Noni Naatonis; Dewi Anggraini; Heni Heni
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 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.v7i2.6253

Abstract

The rapid integration of artificial intelligence (AI) in higher education has increased the demand for adaptive Learning Management Systems (LMS) capable of delivering personalized learning at scale. However, empirical studies covering the full lifecycle of designing, prototyping, and testing AI-powered LMS remain limited, particularly in developing regions. This study aimed to design, prototype, and test EduVa LMS (Education Virtual Assistant), an AI-powered interactive LMS with adaptive modules and AI-driven assessments, implemented across ten private universities in East Nusa Tenggara, Indonesia. A Design Science Research (DSR) approach integrated with the ADDIE model guided the development process. A total of 360 participants were involved, including experts, students, and lecturers. Validation results showed a Content Validity Index (CVI) of 0.80, confirming content validity. Usability testing using the System Usability Scale (SUS) yielded mean scores of 82.4 (students) and 85.8 (lecturers). Adaptive performance analysis indicated 82.1% assessment accuracy, 3.7 content adjustments per session, and an 87.9% completion rate. A strong correlation (r = 0.81, p < .01) was found between AI assessments and learning objectives. The findings demonstrate that the EduVa LMS is valid, usable, and effective for implementing adaptive learning.
Academic ecosystem and change management effects on learning service quality in higher education Reinhard Leonardo Paais; Nur Aedi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 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.v7i2.6465

Abstract

The increasing demand for high-quality learning services in higher education is often not matched by institutional readiness to develop supportive academic ecosystems and manage change effectively, creating a gap between student expectations and actual service quality. This study examines the effects of the academic ecosystem and change management on learning service quality at the postgraduate level in response to the growing expectation that universities function as service-oriented institutions. A quantitative survey was conducted involving all 95 postgraduate students enrolled in the Educational Administration Study Program, Faculty of Education, Universitas Pendidikan Indonesia. Given the relatively small population, a census sampling technique was employed, with all students included as respondents. Data were collected through questionnaires and analyzed using multiple linear regression after meeting the classical assumption tests. The results indicate that the academic ecosystem and change management have positive and significant effects on learning service quality, both simultaneously and partially, with a combined contribution of 49.9%. The academic ecosystem exerts a stronger influence (β = 0.479) than change management (β = 0.327). These findings suggest that strengthening academic ecosystems and implementing sustainable change management are essential for improving learning service quality and enhancing institutional competitiveness in higher education.

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