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Rees Jati Prakasa
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INDONESIA
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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Rasch evaluation of matched positively and negatively worded CTS items among high school students Ahmad Fauzi; Hartono; Sunyoto Eko Nugroho; Arif Widiyatmoko
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.v7i2.7023

Abstract

Instruments composed of items worded in the same direction may be vulnerable to response bias. This study evaluated a modified Computational Thinking Scale (CTS) comprising 19 matched pairs of positively and negatively worded items. An instrument-development design adapted from ADDIE was used. The study population comprised science-track senior high school students in the Surakarta Residency. The sample included 393 Grade XI students from three purposively selected schools. Data were collected using a 38-item, five-category self-report questionnaire. Five experts assessed content validity, yielding coefficients of 0.80–0.95 and a mean of 0.89. Responses were analyzed using the Rasch model in Winsteps 5.7.3.0. Cronbach’s alpha and person reliability were 0.66, with person separation of 1.40, whereas item reliability was 1.00 and item separation was 14.67. Response categories showed ordered observed averages and Andrich thresholds, with outfit MNSQ values of 0.91–1.07. All items met the primary outfit MNSQ criterion, ranging from 0.82 to 1.21. Three algorithmic-thinking items showed statistically significant but small gender DIF contrasts of 0.30–0.35 logits. The hypothesis was partially supported because the instrument showed acceptable item-level functioning but limited person-level discrimination. Future studies should examine wording effects, matched-pair equivalence, dimensionality, and local dependence in broader, more diverse samples.
Strengthening pre-service teachers' characters through Gusjigang local wisdom: A phenomenological study in Indonesian higher education Santoso; Suyahmo; Puji Lestari
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.v7i2.7036

Abstract

Despite growing interest in integrating local wisdom into teacher education, little research explains how it is institutionalized as an integrated character education ecosystem and how pre-service teachers experience it. This study examines how Gusjigang local wisdom (comprising Gus, Ji, and Gang) is institutionalized as character education for pre-service primary teachers at Universitas Muria Kudus, Indonesia. The study adopted a qualitative phenomenological design to explore participants' lived experiences and the factors influencing character internalization. Data were collected from twelve purposively selected participants through participatory observation, semi-structured interviews, and document analysis, and analyzed using the interactive model. The findings show that Gusjigang operates as an integrated character ecosystem rather than a stand-alone course. Institutional integration in semester learning plans, lecturer role modeling, and peer scaffolding supported internalization. Cultural dissonance among non-local students, uncritical dependence on mobile devices and generative artificial intelligence, and low tolerance for iterative critique constrained the process. The study contributes a context-sensitive conceptual model demonstrating how moral, epistemic, and productive dimensions interact to strengthen future teachers' professional character, extending the theoretical understanding of local wisdom-based character education while informing its implementation in teacher education.
Culturally responsive teaching assisted by interactive media: Effects on learning activity and mathematics achievement Aditiyaningtiyas Aditiyaningtiyas; Joko Sulianto; Iin Purnamasari
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.v7i2.7041

Abstract

Low mathematics learning activity and achievement remain challenges in primary education. Preliminary assessment showed that only 2 of 14 third-grade students (14.3%) achieved the minimum mastery criterion (KKM = 70), with a mean pretest score of 43.50. However, limited evidence has examined the integrated use of Culturally Responsive Teaching (CRT) and interactive media while simultaneously evaluating learning activity and mathematics achievement through MANOVA. This study examined their effects on both outcomes. A quantitative quasi-experimental nonequivalent control group design involved 28 third-grade students, with 14 students each in the experimental and control groups. Data were collected using a learning activity observation sheet and mathematics achievement test and analyzed using descriptive statistics, Shapiro–Wilk, Levene’s test, independent-samples t-tests, and MANOVA. The results showed significant differences in learning activity (t(26) = 5.92, p < .001) and mathematics achievement (t(26) = 3.85, p = .001), favoring the experimental group. MANOVA confirmed a significant simultaneous effect (Pillai’s Trace = .63, F(2, 25) = 21.75, p < .001, partial η² = .63). The study provides a multivariate perspective on both outcomes and a practical instructional alternative for elementary mathematics teachers. Future research should involve larger samples, multiple schools, and longer interventions.
Internalization of the historical values of Gamelan Gambang through community-based art and cultural education I Ketut Lanus; Widodo; Suharto
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.v7i2.7050

Abstract

Gamelan Gambang is a sacred Balinese musical tradition whose historical, spiritual, and social meanings are sustained through community practice. This study examines how its historical values are internalized through community-based art and cultural education in Banjar Gambang Munggu, Badung, Bali. An ethnographic approach was used to understand cultural practices, meanings, and intergenerational learning within their natural setting. Data were collected from five key informants through semi-structured interviews, participant observation of rehearsals and ritual activities, and document analysis. Data were analyzed through iterative coding, thematic categorization, interpretation, and triangulation. The findings show that historical values are embedded in ritual participation, oral transmission, embodied musical practice, and communal responsibility. Internalization occurs through repeated participation, observation, imitation, storytelling, mentorship, and emotional engagement with cultural practitioners. Intergenerational transmission enables younger members to acquire musical knowledge together with respect for elders, discipline, collective responsibility, and cultural continuity. The study argues that community-based art education sustains Gamelan Gambang as a living heritage rather than a static cultural artifact and strengthens cultural identity through culturally grounded learning.
Factors influencing students’ digital communication in an online internationalization program Luh Putu Putrini Mahadewi; Gede Wira Bayu; Dewa Ayu Novi Kusumawardani
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.v7i2.7082

Abstract

Limited attention has been given to the factors influencing students’ digital communication in online internationalization programs. The current study aimed to identify the factors influencing students digital communication in an online internationalization program: FIP (Fakultas Ilmu Pendidikan/Faculty of Education) English Camp. The study employed a quantitative exploratory research design. The study used a total sampling technique, including 45 students who met the criteria. Data were collected through a questionnaire and analyzed using exploratory factor analysis with IBM SPSS. The analysis results show two factors with eigenvalues greater than 1: 10.202 and 1.276, respectively. The findings revealed two main factors influencing students' digital communication in the FIP English Camp online internationalisation program: internal and external factors. Internal factors included the ability to receive, compose, and send messages, and motivation to listen to topics. External factors comprised: number of online devices, condition of online devices, internet network connection, topics relevance, topics interestingness, topics mastery by speakers, politeness of speakers’ appearance, speakers’ enthusiasm, ability of speakers to involve participants, allocation of presentation time, allocation of interaction time, start and end time of activities, length of time to start and end activities. These findings provide empirical evidence that both students’ individual competencies and external learning conditions play important roles in shaping effective digital communication during online internationalization activities. This study is limited by its relatively small sample size and the possibility that it did not include other relevant variables in the analysis. The study recommends expanding online internationalization programs and strengthening support for students enrolled in international classes.
Implementation of problem-based learning using domino cards to increase learning activity and achievement mathematics Heri Siswanto; Joko Sulianto; 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.v7i2.7083

Abstract

Limited classroom participation and low mathematics achievement remain challenges in early elementary education. This study examined (1) the effect of Problem-Based Learning (PBL) using domino cards on mathematics learning activity, (2) its effect on mathematics achievement, and (3) its simultaneous effect on both outcomes. The population comprised 40 first-grade students at SDN 2 Plosorejo, Blora Regency, Indonesia. Using purposive sampling, 20 students participated in each group. A quantitative quasi-experimental method with a Nonequivalent Control Group Pretest–Posttest Design was employed. Learning activity was measured through classroom observation, while achievement was assessed using a 10-item mathematics test. Data were analyzed using descriptive statistics, MANOVA, and univariate analysis. The experimental group obtained higher mean scores for learning activity (M = 88.55) and achievement (M = 82.15) than the control group (M = 78.55 and M = 71.35). PBL using domino cards significantly affected learning activity, F(1, 38) = 103.289, p < .001, and achievement, F(1, 38) = 29.062, p < .001. The simultaneous effect was significant, F(2, 37) = 55.431, p < .001. These findings indicate that PBL using domino cards enhances participation and achievement. Teachers are recommended to integrate domino cards into PBL as a practical medium for early mathematics learning.

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