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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 460 Documents
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Cultivating teacher resilience: The impact of transformational leadership and collaborative school culture amidst curriculum innovation Hidayatun Nur; Gunawan Setiadi; Ahmad Hariyadi; Hisbulloh Als Mustofa
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.v7i2.6658

Abstract

Indonesia's Merdeka Curriculum introduces significant challenges for educators, making their professional well-being vital to successful educational reform. This study examines how principal leadership style and organizational culture impact primary school teachers' job satisfaction during this transition. This study employed a quantitative explanatory survey design. From a population of 123 certified civil-servant primary school teachers in Kudus Regency, a sample of 93 respondents was determined using the Slovin formula (5% margin of error) and selected through proportional stratified sampling. Data were collected via a closed-ended, five-point Likert-scale questionnaire (58 items) administered online, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Findings reveal both variables positively and significantly influence job satisfaction (R² = 0.541). Notably, organizational culture emerged as a stronger predictor (f² = 0.224) than leadership style (f² = 0.156), suggesting that shared collective values and peer collaboration foster critical emotional resilience among teachers. Ultimately, these results indicate that educational authorities must cultivate inclusive organizational cultures and humanistic leadership to mitigate occupational stress and sustain educators' psychological well-being. It is therefore recommended that education authorities prioritize culture-strengthening programs alongside transformational leadership training for principals, while future research should adopt longitudinal designs and examine factors beyond this model, such as compensation, workload, and intrinsic motivation.
Implementing language politeness to strengthen students' character in elementary schools Romadhoni Shiddiqi Hidayatullah; Irfai Fathurohman; Nur Fajrie; Sri Surachmi W
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.v7i2.6659

Abstract

Politeness in language plays an important role in encouraging social behavior and character development in elementary school students. However, previous research has focused solely on the value of linguistic politeness from a linguistic perspective, without considering its contribution to character education. This research addresses this gap by analyzing how language politeness practices encourage character development in elementary school students and identifying strategies to strengthen character education. This case study research was conducted in three elementary schools in Jepara Regency, Central Java, Indonesia, with a sample of 5th-grade students, class teachers, and school principals. Researchers selected participants using purposive sampling based on their active involvement in language politeness and character education programs. Researchers collected data through classroom observations, semi-structured interviews, and document analysis using observation sheets, interview guides, and documentation checklists. The researchers analyzed the data using the interactive model from Miles, Huberman, and Saldaña, supported by open coding, thematic analysis, and triangulation to ensure reliability. The findings indicate that politeness in classroom interactions, teacher modeling, and daily communication practices can enhance students' discipline, respect, empathy, responsibility, and social awareness. The results offer a new perspective by showing that linguistic politeness serves as an integrated pedagogical strategy for character education, not just linguistic competence. The findings also offer practical implications for teachers and school leaders in designing classroom practices that foster positive communication and character values.
Exploring joyful, mindful, and meaningful learning in Surakarta high school Geography education Albertus Erico Jerry Krisna Nugroho; Sugiyanto Sugiyanto; Singgih Prihadi
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.v7i2.6667

Abstract

Deep learning implementation in Indonesian education has encouraged the development of joyful, mindful, and meaningful learning experiences. However, previous studies have predominantly focused on policy discourse, teacher readiness, and general pedagogical transformation, while limited research has explored how these principles are experienced in geography classrooms from multiple educational perspectives. While previous studies have primarily focused on policy discourse and teacher readiness, limited research has examined how these principles are experienced in geography classrooms from multiple educational perspectives. Therefore, this study aimed to explore the implementation of joyful, mindful, and meaningful learning in geography education from the perspectives of teachers, vice principals for curriculum affairs, and students in public high schools in Surakarta, Indonesia. This study employed a qualitative exploratory design using purposive sampling. Participants included nine geography teachers, nine vice principals for curriculum affairs, and Phase F geography students from nine public high schools. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. The findings revealed that joyful learning was reflected through interactive and participatory classroom practices, mindful learning developed through reflective inquiry and critical geographic awareness, and meaningful learning emerged through contextual and authentic learning experiences related to students’ real-life environments. The study also found that these three principles were interconnected in supporting deeper and more student-centered geography learning. This study contributes to geography pedagogy by providing a multi-perspective understanding of deep learning implementation within the Merdeka Curriculum context in Indonesia. The findings offer practical insights for geography teachers and school leaders in designing more engaging, reflective, and contextually relevant learning experiences.
Development of ADDIE model-based busy book media to improve children's fine motor skills Selvi Widiyana; Shofiyanti Nur Zuama; Hamzia Marie; Andi Agusniatih
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.v7i2.6738

Abstract

Early childhood fine motor skills need early stimulation because they form the foundation for everyday academic and independent skills such as writing, buttoning, and tying ropes. Observations at North Palu State Kindergarten found that some children aged 5-6 years still have difficulty with activities that require hand-eye coordination, such as buttoning, opening zippers, and tying ropes. This condition shows the need for interesting learning media that aligns with children's characteristics to optimally stimulate fine motor development. This research aims to develop a suitable and effective Busy Book media in stimulating children's fine motor skills. The method used is Research and Development (R&D) with the ADDIE development model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects were 15 children in the B1 group of North Palu State Kindergarten, selected using purposive sampling based on the criteria of children aged 5-6 years and actively registered in class B1. Data collection used observation, interviews, documentation, expert validation questionnaires, and children's fine motor tests before and after media use. The results showed that the Busy Book media fell into the very feasible category based on validation by material and media experts, with an average percentage of 98.68%. The effectiveness test results showed that children's fine motor skills increased from an average score of 56.47 in the pretest to 87.05 in the posttest after using the Busy Book media. Thus, Busy Book media can serve as an effective alternative learning medium to support fine motor development in early childhood. This media can also serve as an alternative for PAUD teachers to provide interesting, interactive, and appropriate learning in accordance with the characteristics of child development.
The effect of STEAM-oriented wayground on motivation and problem-solving in elementary math Ria Yuli Permatasari; Achmad Buchori; Ngatmini
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.v7i2.6782

Abstract

The low learning motivation and problem-solving ability of elementary students remain significant challenges in Indonesian mathematics education. This study examines the effect of STEAM-oriented Wayground media on both variables among fourth-grade students on the flat shapes topic. A quantitative quasi-experimental pretest-posttest control group design was employed. The sample consisted of 46 students selected using purposive sampling, divided into an experimental group (n=26) receiving STEAM-oriented Wayground instruction and a control group (n=20) receiving conventional instruction. Instruments included an ARCS-based motivation questionnaire (16 items) and a Polya-based problem-solving test (20 items), both validated and reliable (Cronbach's Alpha 0.86 and 0.89). Data were analyzed using independent t-test and MANOVA. Results showed a significant effect on learning motivation (t = 10.662; p < 0.001) and problem-solving ability (t = 12.894; p < 0.001) compared to conventional learning. MANOVA also indicated a significant simultaneous effect (F = 165.468; p < 0.001; η² = 0.885). The experimental group showed moderate to high improvement (N-Gain motivation = 0.53; N-Gain problem-solving = 0.64). This study recommends integrating interactive digital media with a multidisciplinary approach as an innovative learning alternative in areas with limited resources.
The effect of Wordwall gamification on students’ motivation and critical thinking in ratio material Sri Margiyati; Dini Rakhmawati; Ngatmini
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.v7i2.6823

Abstract

This study aims to examine the effect of Wordwall gamification on the learning motivation and critical thinking skills of sixth-grade elementary school students in ratio material. A quantitative quasi-experimental design with nonequivalent control group was used. The sample consisted of 50 students selected through purposive sampling, divided into experimental and control groups. Data were collected using a motivation questionnaire and HOTS-based critical thinking test, then analyzed using MANOVA. Results indicate that Wordwall significantly improves both learning motivation and critical thinking skills, both partially and simultaneously. Wordwall media showed a significant positive effect on both variables. For learning motivation, the significance value was p < 0.05 with an effect size of 84.9%. For critical thinking skills, the significance value was also p < 0.05 with an effect size of 64.7%. Pillai's Trace value = 0.864; F(2,47) = 149.672; p < 0.001. This means the combination of dependent variables differs significantly across classes. This finding suggests that Wordwall can serve as an effective, engaging, and practical alternative media to enhance mathematics learning quality in elementary schools.
Bridging indigenous knowledge and science learning through the tutulena traditional game: A qualitative study Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Yustri
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.v7i2.6884

Abstract

Traditional games are part of indigenous knowledge that has the potential to be a source of contextual learning; however, their use in learning Natural and Social Sciences (IPAS) remains limited. This study aims to explore the ethnoscience dimensions contained in the traditional game of Tutulena and analyze its relevance to science learning in elementary schools. The research used a qualitative approach with an ethnographic design involving 18 informants, consisting of traditional figures, cultural actors, elementary school teachers, the community, and students. Data were collected through participatory observation, in-depth interviews, documentation, and field notes, then analyzed using an interactive analysis model that includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the Tutulena game contains local knowledge that is reflected in the process of selecting materials, making tools, implementing the game, and using natural resources sustainably. The ethnoscience dimensions found include the concepts of plant diversity, material properties, elasticity, force, motion, energy changes, and ecosystems that are relevant to the learning outcomes of science and natural sciences. This study concludes that the Tutulena game has the potential to be an ethnoscience-based learning resource that connects local knowledge with scientific concepts, thus supporting contextual, meaningful, and culturally preservation-oriented science and natural science learning. It is recommended that educators integrate Tutulena and other indigenous traditional games into science learning and that future studies examine their effectiveness in improving students' conceptual understanding, critical thinking skills, and appreciation of local cultural heritage.
Comparative effectiveness of STEAM and CTL using MUSI board for cognitive understanding Choirul Hadiyati; Achmad Buchori; Joko Siswanto
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.v7i2.6909

Abstract

Elementary students continue to struggle to understand Least Common Multiple (LCM) and Greatest Common Factor (GCF), highlighting the need for more effective instructional approaches that promote conceptual understanding. Although Science, Technology, Engineering, Arts, and Mathematics (STEAM) and Contextual Teaching and Learning (CTL) have shown positive outcomes, direct comparisons with the same instructional medium remain limited. This study's novelty is the direct comparison of STEAM and CTL using the same manipulative instructional medium (MUSI Board), isolating instructional effects from learning media. Therefore, this study aimed to compare the effectiveness of STEAM and CTL using the MUSI Board to improve cognitive understanding of LCM and GCF. A quasi-experimental pretest–posttest non-equivalent group design involved 30 fifth-grade students assigned through matched-group sampling to STEAM (n = 15) and CTL (n = 15). Data were analyzed using t-tests, normalized gain (N-Gain), and Cohen's d. Both groups improved significantly (p < .001), but STEAM achieved higher learning gains (0.487 vs. 0.352) with a very large educational effect (Cohen's d = 1.975). Conceptually, the findings strengthen evidence on the comparative effectiveness of STEAM and CTL. Practically, MUSI Board-assisted STEAM is recommended for elementary mathematics, while future studies should examine broader topics using larger samples.
ViLabS: Deep learning AI and computer vision-based smart website for improving basic laboratory techniques Muhammad Farhan Ivan Phalosa; Rusly Hidayah; Muhammad Zainur Rifai
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.v7i2.6999

Abstract

To address excessive cognitive load and the lack of subject-based psychomotor evaluation in chemistry education, this study evaluates ViLabS, a deep-learning and computer vision website, for improving students' cognitive and psychomotor abilities. Using an explanatory sequential mixed-methods design, a quasi-experimental study involved 40 Grade X students selected via purposive sampling. Data were collected through cognitive tests, AI system logs, video-observation rubrics, and practicality questionnaires, followed by in-depth interviews. Results revealed ViLabS is highly feasible and practical (>92%). Cognitively, the experimental group achieved a significantly higher N-Gain (0.71) than the control (0.41) (p<0.05). Autonomously monitored psychomotor accuracy also significantly outperformed classical manual demonstrations (p<0.05). Thematic analysis confirmed the AI's instant corrective feedback minimized cognitive load and fostered precise muscle memory. Despite technical constraints such as internet and lighting dependency, ViLabS shows strong efficacy in accelerating theoretical understanding and kinesthetic proficiency. Future research should expand datasets and develop offline mobile applications. Ultimately, this study contributes a proactive, multimodal AI framework that advances the paradigm of AI-assisted laboratory learning.
Teaching factory-based video learning to enhance vocational hospitality skills Endra Gunawan; Urip Sulistiyo; Sofyan; Erisa Kurniati
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.v7i2.7025

Abstract

The persistent mismatch between school-based instruction and industry-required competencies remains a critical challenge in vocational hospitality education, particularly in integrating cognitive mastery with professional soft skills. Existing studies predominantly emphasize technical skill acquisition, leaving a research gap in the development of integrated multimedia-based Teaching Factory (Tefa) models that simultaneously enhance knowledge and behavioral competencies. This study aims to develop and rigorously evaluate a Tefa-based video learning model to address this gap. Employing a Research and Development (R&D) design based on the Alessi and Trollip model, the study involved vocational students in hospitality programs (Class XI PH1 and PH3). Data were collected using expert validation instruments, student usability questionnaires, soft skills observation sheets, and pretest–posttest assessments. Data analysis combined descriptive statistics, gain score analysis, and effect size estimation to ensure robust evaluation. The findings demonstrate high validity (media: 96.25%; material: 98%) and strong practicality (student response >90%; teacher response: 92.6%). Learning outcomes improved significantly (PH1: 5.55→6.55; PH3: 6.32→8.14), with effect sizes of 0.44 (moderate) and 0.80 (large). Notably, the model also enhanced students’ communication and service-oriented soft skills through behavioral modeling. This study contributes a scalable, industry-aligned instructional model that effectively bridges the theory-practice divide in vocational education.

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