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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 476 Documents
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Development of an IPAS supplementary book oriented toward Tri Kaya Parisudha for elementary school students I Ketut Suparya; I Ketut Catur Paramita; Kadek Dipapastana
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.v7i2.6438

Abstract

The integration of local wisdom into the learning of science and Integrated Social Sciences (IPAS) is increasingly recognised as a strategy to promote contextual learning and scientific literacy. However, previous research has mainly emphasised ethnoscience-based learning models and culturally responsive teaching, while the development of IPAS teaching materials that systematically integrate Tri Kaya Parisudha as a pedagogical framework is still limited. This research aims to develop and validate additional IPAS textbooks based on Tri Kaya Parisudha to support the implementation of the Independent Curriculum for fourth-grade elementary school students. The study uses a Research and Development (R&D) approach adapted from the Borg and Gall model, including needs analysis, product design, development, expert validation, revision, and refinement. Content validity was evaluated using a V Aiken involving nine experts in content, instructional media, and language. Needs analysis shows that existing IPAS textbooks provide limited integration of Balinese local culture and contextual learning experiences. The textbooks developed organise learning activities around Manacika (thinking good and right), Wacika (saying good and right), and Kayika (doing good and right). The validation results showed high validity in content (V = 0.98), media (V = 0.91), and language (V = 0.88), suggesting that the textbooks are well suited for classroom use. This research contributes an additional culturally responsive textbook that expands the use of Tri Kaya Parisudha as a pedagogical framework while supporting scientific literacy, critical thinking, character development, and the implementation of the Independent Curriculum.
Web-based knowledge sharing in Indonesian higher education to enhance students’ and lecturers’ knowledge capacity Dewi Anggraini; Sumarlin
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.v7i2.6671

Abstract

This research aims to develop and evaluate a web-based knowledge sharing model designed to increase the knowledge capacity of students and lecturers. Effective knowledge sharing is essential to support collaborative learning and improve access to information in academic environments. The study employed the Research and Development (R&D) method with the ADDIE model to design and evaluate a platform integrating a content management system (CMS), discussion forums, a question and answer feature, and project collaboration spaces, while analyzing user interaction data to identify usage patterns and content preferences. Results show that the platform successfully increased user engagement, expanded access to information, and strengthened connections between students and lecturers. Functionality testing achieved an 86.7% success rate, system uptime reached 98%, and average user satisfaction was 4.2 out of 5. Expert validation confirmed a "very valid" rating across all dimensions. Paired sample t-test analysis revealed a significant difference between pre-test and post-test scores (Sig. 0.000 < 0.05), with a gain score of 0.56 (medium category). These findings confirm that the model effectively enhances users' knowledge capacity and academic collaboration, and is recommended as a reference for higher education institutions in developing more effective, technology-based collaborative learning strategies.
Differentiated instruction strategy model to improve vocational students' outcomes based on learning needs Margaretha Karolina Sagala; Agus Suyatna; Viyanti; Rangga Firdaus
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.v7i2.6694

Abstract

Learning in Vocational High Schools (VHS) requires instructional strategies that can accommodate the diversity of students’ needs, characteristics, and learning readiness. However, predominantly uniform instructional practices are often not optimal for comprehensively improving students’ learning outcomes. This study aims to develop a differentiated learning strategy model based on students’ needs to enhance the learning outcomes of vocational high school students. The study employed a quantitative approach using an explanatory survey design. The research participants consisted of vocational high school students, and data were collected through instruments designed to identify students’ needs, assess the implementation of differentiated learning strategies, and measure learning outcomes. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the constructs in the proposed model. The findings indicate that differentiated learning strategies positively affect students’ learning outcomes, while identifying students’ needs also significantly influences both the implementation of learning strategies and learning achievement. These findings confirm that adaptive, personalized, and student-centered learning is more effective than uniform instructional approaches. This study's novelty lies in developing a differentiated learning model for the vocational education context, based on students’ needs and validated using the SEM-PLS approach. This research strengthens the conceptual and practical foundations for developing adaptive learning in vocational education to improve both the quality of the learning process and learning outcomes.
Effectiveness of Montessori-based Word Puzzle media on first-grade students' reading skills and motivation Puji Lestari; Ngatmini Ngatmini; Joko Sulianto
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.v7i2.6795

Abstract

Many first-grade students are struggling with reading and have very low motivation to learn. This study examined the effectiveness of Montessori-based word puzzle media on students' beginning reading skills and motivation to learn. The study used a quantitative quasi-experimental pretest-posttest control group design. The population consisted of first-grade students from ten elementary schools in Cluster I of Bogorejo District, Blora Regency. Using purposive sampling, the study selected two schools, involving 32 students (16 in the experimental group and 16 in the control group). Data were collected through beginning reading tests, learning motivation questionnaires, observations, and documentation, and analyzed using descriptive statistics and MANOVA. The experimental group achieved higher posttest mean scores in beginning reading skills (90.50) and learning motivation (89.31) than the control group (72.75 and 60.13, respectively). MANOVA indicated a significant simultaneous effect of Montessori-based Word Puzzle Media (Pillai's Trace = 0.985; F = 957.956; p < .001). These findings suggest that the media effectively improves beginning reading skills and motivation to learn. Therefore, teachers are encouraged to integrate Montessori-based Word Puzzle Media into beginning reading instruction. By improving students' literacy skills and motivation to learn, future studies can use larger and more varied samples.
Improving scientific literacy and collaboration skills through edugame-assisted problem-based learning Ina Sri Rokayati; Muhtarom; Ngatmini 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.v7i2.6820

Abstract

Primary school students continue to demonstrate low levels of scientific literacy and collaboration skills, highlighting the urgent need for innovative science instruction. This study investigated the effectiveness of Edugame-supported Problem-Based Learning (PBL) in enhancing fifth-grade students' scientific literacy and collaboration skills in learning the Solar System. The study employed a quantitative quasi-experimental pretest–posttest control group design. The population comprised all fifth-grade students at SDN 1 Jurangjero, Indonesia, and purposive sampling selected 60 students: 30 for the experimental group and 30 for the control group. Data were collected through testing, observation, questionnaires, and documentation using scientific literacy tests, collaboration observation sheets, and student questionnaires. The instruments demonstrated good validity (80%) and excellent reliability (Cronbach's alpha = .949). Data were analyzed using descriptive statistics and one-way multivariate analysis of variance (MANOVA) after meeting the assumptions of normality, homogeneity of variance, and homogeneity of covariance. Results revealed a significant multivariate effect of Edugame-supported PBL on both dependent variables (Wilks' Λ = .089, F(2, 57) = 292.98, p < .001). Edugame-supported PBL provides an effective instructional strategy for strengthening scientific literacy and collaboration skills while offering practical guidance for teachers and curriculum developers to implement interactive, student-centered science learning.
Development of a guidebook for implementing the seven habits of great Indonesian children in early childhood education Ester Tri Lestari; Sri Utaminingsih; Erik Aditia Ismaya
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.v7i2.6830

Abstract

Character habituation in early childhood frequently breaks down at home, so the seven habits promoted by the Indonesian Ministry of Primary and Secondary Education are internalized inconsistently. This study aimed to develop a school–family collaborative guidebook for implementing the seven habits in early childhood education and to determine its validity, practicality, and implementation outcomes. The ADDIE model was applied at Rajawali Kindergarten, Juwana, from February to May 2025. Six experts and practitioners assessed the product using a 16-item, four-point questionnaire, while implementation with 46 children aged 3–6 years was studied qualitatively through observation, interviews, and daily journals, with trustworthiness established through triangulation and peer checking. Validation reached 97.7% overall content 97.5%, language 96.9%, presentation and design 96.9%, and 100% for practicality, placing the guidebook in the very feasible category. During implementation, positive responses ranged from 58% to 88% among parents and from 70% to 98% among teachers, the school–home gap reaching 38 percentage points for eating healthy food. The guidebook and its journal are therefore feasible for sustaining habituation across both settings, although habits governed by household routines change more slowly. Schools should pair the guidebook with parenting sessions and periodic journal review.
The effects of social media, language attitudes, and group identity on students' abbreviation use Elsita Lisnawati Guntar; Ni Ketut Veri Kusumaningrum; Ni Nyoman Widani
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.v7i2.6870

Abstract

The growth of digital communication has encouraged the widespread use of abbreviations on social media. However, the factors influencing students' abbreviation use remain underexplored. This study examined how social media usage intensity, attitudes toward digital language, and group identity affect abbreviation use among IKIP Saraswati students. Using an explanatory quantitative design, the study collected data from 133 students in the Indonesian Language and Literature Education and English Language Education Study Programs through a Likert-scale questionnaire and analyzed them using multiple linear regression. The findings revealed that social media usage intensity, attitudes toward digital language, and group identity positively and significantly influenced abbreviation use, both individually and simultaneously. The model explained 48.4% of the variance in abbreviation use behavior. These results suggest that students' abbreviation use is shaped not only by linguistic factors but also by digital interaction, language attitudes, and social identity. The findings support the need for higher education institutions to strengthen digital language literacy by promoting context-appropriate abbreviation use. Future research should investigate additional factors, including digital literacy, communication context, and cultural influences, to provide a more comprehensive understanding of abbreviation use in digital communication.
Enhancing motivation and mathematics achievement using AI-based Canva tug-of-war game media in deep learning Ericka Chris Syanti; Dini Rakhmawati; Joko Sulianto
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.v7i2.6886

Abstract

Low learning motivation and limited conceptual understanding of multiplication and division remain persistent challenges in elementary mathematics education, highlighting the need for innovative and engaging instructional approaches. This study examined the effect of Canva AI-based Mathematics Tug-of-War Media integrated with the Deep Learning approach on elementary students' learning motivation and mathematics achievement. The study employed a quasi-experimental pretest–posttest nonequivalent control group design because intact classes could not be randomly assigned. The population comprised all fifth-grade students of SDN 1 Nglanjuk and SDN Sumberpitu. Using total sampling, all 50 students participated in the study: 26 in the experimental group and 24 in the control group. Data were collected using a mathematics achievement test and a learning motivation questionnaire and analyzed using descriptive statistics, N-Gain, ANOVA, and MANOVA. The experimental group achieved a higher mean N-Gain (0.61 ± 0.08) than the control group (0.35 ± 0.09). MANOVA revealed a significant multivariate effect with a very large effect size (Pillai's Trace = 0.810, F(2,47) = 100.257, p < .001, Partial Eta Squared = 0.810). This study contributes to mathematics education by introducing an instructional model that integrates AI-assisted Canva media, a traditional Tug-of-War educational game, and a deep learning approach to improve elementary students' learning motivation and mathematics achievement simultaneously. Future research should examine the long-term effectiveness of this instructional model across different mathematics topics, educational levels, and more diverse educational settings.
Building social attitudes through positive culture and culturally responsive teaching at an elementary school Murniwati Murniwati; Iin Purnamasari; Achmad Buchori
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.v7i2.6989

Abstract

Developing students’ social attitudes requires educational approaches that integrate school culture with culturally meaningful pedagogy. However, empirical evidence remains limited on how positive school culture and Culturally Responsive Teaching (CRT) interact through local wisdom to strengthen elementary students’ social attitudes within an integrated educational framework. This qualitative case study investigated how positive school culture is constructed, how CRT is implemented, and how their integration contributes to students’ social attitudes at SDN 1 Gedangdowo, Indonesia. Purposive sampling involved 27 participants, comprising the principal, six teachers, eighteen students, one school committee representative, and one community leader. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using the Miles, Huberman, and Saldaña interactive model supported by NVivo 12. The findings reveal that positive school culture was established through shared values, daily habituation, role modelling, restorative practices, and local wisdom, while CRT connected classroom learning with students’ cultural experiences and community knowledge. Their integration strengthened students’ respect, responsibility, cooperation, empathy, tolerance, and cultural awareness through consistent experiences across school routines and classroom instruction. For primary schools, these findings imply that character education can be strengthened by aligning school-wide cultural practices, classroom pedagogy, and local cultural resources to create consistent and meaningful opportunities for students to practise social values. Theoretically, the study contributes an integrated framework positioning positive school culture, CRT, and local wisdom as mutually reinforcing dimensions of a culturally grounded educational ecosystem for social attitude development.
Cognitive scaffolding module in the Vilokka virtual laboratory for coding and artificial intelligence learning Gede Saindra Santyadiputra; I Wayan Santyasa; Made Juniantari
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.v7i2.7020

Abstract

Indonesia’s Coding and Artificial Intelligence (KKA) curriculum mandate (BSKAP No. 046/H/KR/2025) requires Vocational High School (VHS) students to master Python programming and generative AI, exposing infrastructure inequality and cognitive overload as dual barriers. This study reports five ADDIE phases of developing and evaluating a cognitive scaffolding module integrated with Vilokka, an on-premises virtual laboratory embedding a guardrailed Local Large Language Model (Local-LLM). Participants were recruited through purposive sampling: five KKA teachers (Analysis), three validators (Expert Validation), and 30 VHS students (Implementation and Evaluation). Analysis identified three cognitive barrier patterns: pre-coding abstraction failure, logic-syntax conflation, and AI-induced cognitive passivity. The Design phase produced a 17-module architecture synchronising a three-level scaffolding framework (Sense-making, Process-scaffolding, and Fading) with KKA curriculum elements. The study employed four instruments: a teacher interview guide, an expert validation rubric, pre-test and post-test assessments, and practicality questionnaires. Expert validation yielded a mean validity of 89.72% (Very Valid). The field trial yielded a mean N-Gain of 0.39 (Moderate), confirmed by paired sample t-test (t(29) = 6.385, p < 0.05; Cohen’s d = 1.17). Practicality ratings were Very Practical for teachers (88.12%) and students (86.96%). The findings establish a replicable framework for AI-assisted vocational programming instruction, recommended for schools with infrastructure constraints.

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