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Afit Istiandaru
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Faculty of Teacher Training and Education Universitas Ahmad Dahlan Jl. Jend. Ahmad Yani, Tamanan, Banguntapan, Bantul DIY 55191, Indonesia Email: ijei@fkip.uad.ac.id
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INDONESIA
International Journal on Education Insight
Published by Universitas Ahmad Dahlan
ISSN : 27222683     EISSN : 27222691     DOI : https://doi.org/10.12928/ijei
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The International Journal on Education Insight welcome manuscript which focuses on research, experience, and perspectives of teaching, instruction, educational projects and innovations, learning methodologies, and the use of new technologies in education. Furthermore, the manuscript eligible for IJEI publication should be in the following scope: General education, Education management, Guidance and counselling, Pancasila ideology and civic education, Bahasa Indonesia education and literature, English education, Early childhood education, Primary education, Mathematics education, Biology education, Physics education, and Vocational education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 77 Documents
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Developing mathematical literacy problems using Jogja tourism context Istihapsari, Vita; Istiandaru, Afit
International Journal on Education Insight Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i2.15013

Abstract

The Indonesian performance in PISA mathematics consistently low in the last decade, despite the increasing awareness among mathematics educators regarding the importance of mathematical literacy. One of the core problems is the lack of mathematical literacy problems while the resources of contexts are available and rich. This research aims to develop a set of mathematical literacy problems using Jogja tourism context. It is an ADDIE research which includes the analysis, design, develop, implementation, and evaluation stage. We involved two mathematics educators as the experts to validate the problems and 441 junior high school students in Yogyakarta to try-out the problems. Finally, we successfully developed 35 valid items of mathematical literacy problems with Jogja tourism context in terms of content and construct. The availability of these word problems would be useful for mathematics educators to foster the students’ mathematical literacy at school.
Describing the effect of worksheet-assisted PBL on the students’ critical thinking, numeracy, and responsibility Rahmawati, Afifah Sausan; Fatonah, Nur Anisa
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.13708

Abstract

This study aims to describe the effect of the problem-based learning model on students' critical thinking skills, numeracy, and sense of responsibility. The research employed a quantitative approach using a one-group pretest-posttest design. The research subjects were seventh-grade students at SMP Negeri 4 Banguntapan, selected randomly. The instruments used included a critical thinking test, a numeracy test, and a responsibility questionnaire. Data were analyzed both descriptively and inferentially using the paired t-test and N-Gain calculations. The results showed p-values ≤ 0.05, indicating significant differences between pretest and posttest scores in critical thinking, numeracy, and responsibility following the intervention. Therefore, it can be concluded that the problem-based learning model assisted by student worksheets positively influences students’ critical thinking skills, numeracy, and sense of responsibility. The improvements in these three aspects fell into the moderate to high categories. These findings indicate that the problem-based learning model is effective in fostering active student engagement, enhancing higher-order thinking processes, and developing positive attitudes toward mathematics learning.
Developing a web-based instruction platform using RME approach to support students’ conceptual understanding Surtiani, Ika; Hartono, Hartono
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14067

Abstract

Trigonometry is often considered one of the most difficult topics for high school students, with many struggling due to a weak conceptual understanding. This study aims to develop a web-based instruction (WBI) platform called Sine and Shine using the Alessi and Trollip development model. It is a structured web-based teaching program and self-regulated learning resource designed to strengthen the students’ understanding of trigonometry concept. We designed the WBI to have various characteristics, such as interactive features, contextual problems, guided feedback, and integrating the principles of Realistic Mathematics Education (RME) in it. We involved 21 students as the participants to evaluate the platform using a mixed-method approach. In terms of validity, the experts unanimously judged that the Sine and Shine platform is strongly valid. In terms of practicality, the teacher and students feedback confirmed that the platform was very practical. In terms of effectiveness, we conducted a statistical analysis and found out that the mean score of post-test was 83.44, significantly higher than the school’s minimum mastery criteria (t = 6.1602, p = 2.87e-06), and the paired sample t-test between pre- and post-tests yielded p = 7.20e-16. The normalized gain score was 0.72, indicating a high level of improvement in conceptual understanding. These results demonstrate that Sine and Shine is a valid, practical, and effective digital learning tool that significantly enhances the students’ understanding of trigonometry and promotes self-regulated learning.
Intellectual humility and empathy among junior high school students in Yogyakarta: A correlational study Naini, Rohmatus; Rosada, Ulfa Danni; Herdiansyah, Diki; Kamila, Mutiara Nuur; Aditiono, Wahid
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14130

Abstract

This study examines the association between intellectual humility and empathy among junior high school students in Yogyakarta, Indonesia. Using a quantitative correlational design, the research involved 208 students who completed standardized instruments measuring intellectual humility and empathy. We analyzed the collected data using Pearson’s product moment correlation. The results indicated a statistically significant and positive correlation between intellectual humility and empathy (, ), suggesting that higher levels of intellectual humility are associated with higher levels of empathy. Within the cultural context of Yogyakarta, which emphasizes politeness, mutual respect, and communal harmony, these findings provide empirical insight into the relationship between cognitive and socio-emotional dispositions. The study underscores the relevance of intellectual humility in adolescent character development and socio-emotional learning initiatives in school settings.
Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14137

Abstract

Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD’s Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan’s education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.
Problems and prospects of classroom management among secondary school teachers in Pakistan Zakir, Zoha Muhammad; Olanrewaju, Muraina Kamilu
International Journal on Education Insight Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i2.14138

Abstract

Classroom management is a multifaceted process involving the establishment of rules, management of student behavior, and facilitation of active participation. In Pakistan, secondary school teachers encounter unique challenges that complicate these efforts. This study investigates the problems and prospects of classroom management among secondary school teachers in Sindh, Pakistan. The study adopts qualitative approach using secondary data to analyse the questions in the study. Challenges like student misbehavior, overcrowded classrooms, and resource shortages hinder effective management, while opportunities such as professional development and technology integration offer solutions. The study examines how these factors and teacher experience influence management effectiveness, guided by Choice Theory’s emphasis on student choice and relationships. The paper provides strategies to enhance teaching practices, benefiting teachers, administrators, and policymakers. It was suggested the need for the launch of community-based initiatives, such as parent-teacher meetings and awareness campaigns to increase parental involvement, reinforcing discipline and fostering a shared commitment to education among others.
Exploring teachers' strategies in planning in-depth learning of science in junior high school Sayoto, Kawit; Hasanah, Enung; Zuhaery, Muhammad; Padmi, Russasmita Sri
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14148

Abstract

This study aims to construct an effective deep science learning planning model for junior high school teachers on the topic of living systems and cells, focusing on teacher perceptions, student readiness, and the instructional challenges encountered. A descriptive qualitative method was employed, involving in-depth interviews with science teachers and a document study of instructional plans.  The findings reveal that deep science learning planning model is contingent upon a fundamental transformation of the teacher’s role into an instructional orchestrator who integrates spiritual dimensions as substantive learning outcomes. While students exhibited metacognitive gaps in navigating experimental inquiry, the study highlights the efficacy of faded scaffolding strategies and virtual laboratory integration in enhancing student self-efficacy amidst resource constraints. The research concludes that despite the systemic tension between time-intensive inquiry and standardized assessments, the adaptation of flexible scaffolding is crucial for bridging scientific reasoning with national testing policies. These results corroborate existing frameworks on deep learning while providing a practical model for teachers in constructing self-identity through an awareness of the Creator’s design in science.
Examining the effect of PBL in improving the students’ learning outcomes: A case in a private vocational school Anwar, Khoirul; Kurniawan, Arief; Purnawan, Purnawan; Ananta, Rendra
International Journal on Education Insight Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i2.14842

Abstract

Vocational education plays a strategic role in increasing the competitiveness of the national workforce. With a work-based learning approach, vocational high schools are expected to be able to bridge the needs of industry through an adaptive curriculum, competency certification, and direct partnerships with the business/industry world. This study aims to describe the procedure for implementing problem-based learning (PBL) in the light vehicle engine maintenance subject, to analyze the improvement in learning outcomes after PBL, and to analyze the extent of the improvement in learning outcomes after the implementation of PBL in the light vehicle engine maintenance subject at SMK Muhammadiyah 1 Moyudan, a private vocational high school in Yogyakarta. This study uses a quantitative quasi-experimental approach (non-equivalent control group design). The PBL was tested on a sample of 60 students. Data were collected through tests and analyzed descriptively, independent t-test, and normalized gain. The results of this study showed a significant difference (sig. 0.004 < 0.05) between the PBL and control groups. The average N-Gain value is 0.54 (medium category). In addition, there is a significant increase in the average value of learning outcomes of class XI TKR B students who use the PBL model to 82, where previously the average value of students only reached 58. The results of this study explain that although both groups experienced an increase, the PBL group showed a greater and more consistent increase than the control group. It proves the significant effectiveness of the PBL in improving the students’ learning outcomes.
Addressing the low students’ cognitive learning outcomes in Biology using CTL model: A case from SMA N 14 Kota Jambi Simatupang, Santo V; Wicaksana, Ervan Johan; Natalia, Desfaur
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.15596

Abstract

Education plays an important role in developing students’ thinking abilities as reflected in their learning outcomes. This research aims to examine the effect of the contextual teaching and learning (CTL) model on the students’ cognitive learning outcomes, which refer to conceptual understanding and cognitive thinking skills across Bloom’s taxonomy levels. This research employed a quasi-experimental design using a non-randomized control group pretest–posttest design. We involved two groups of senior high school students, each consisted of 30 students. The experiment group was taught using the CTL model, while the control group was taught using the problem-based learning (PBL) model. Data were collected through pretest and posttest instruments. The results showed that the experimental class achieved a higher mean posttest score (55.24) than the control class (36.27). One-Way ANCOVA analysis indicated that the CTL model had a significant effect in improving the students’ cognitive learning outcomes in Biology.
Pillars of transformative leadership in the regulation of teacher assignment as school principal: A case from Indonesia Setiawan, Farid; Khakim, Mufti
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14841

Abstract

The Government of Indonesia has replaced its Ministry of Education Regulation Number 40 of 2021 with the Regulation Number 7 of 2025, which is well known as the Permendikdasmen No. 7/2025. This fundamental policy reform concerning the assignment of teachers as school principals was introduced to address structural challenges and evolving demands within the national education system. The regulatory shift reflects an effort to strengthen leadership quality in response to increasingly complex local, national, and global educational contexts. Accordingly, this article aims to explore the pillars of transformational leadership embedded in the new regulation and to examine their relevance to the projected profile of future school principals in Indonesia. This study uses a literature review with a descriptive-analytical approach that integrates analyses of regulatory materials, leadership literature, and relevant policy documents. The results of this study indicate that replacing regulations governing the assignment of teachers as school principals has led to fundamental shifts from administrative to visionary, ethical, inclusive, and adaptive leadership. Permendikdasmen No. 7/2025, as a new regulation, emphasizes the importance of moral integrity, shared motivation, innovation, and personal attention in creating transformative school principals. This regulation aligns with the needs of future school principals, as it clearly emphasizes school leaders with strong character, the ability to adapt to change, and a commitment to educational transformation. Overall, this new regulation offers a progressive paradigm that could improve the quality of school leadership in Indonesia. However, the limitation of this study lies in its focus on the analysis and interpretation of the material, without including empirical data on its implementation. Therefore, further research is needed to comprehensively explore actual practices and their impact on school performance.

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