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Afit Istiandaru
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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 94 Documents
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GeoGebra-assisted instructional strategies for developing the students’ mathematical communication skills: A systematic review in Indonesian high schools Mutiara M. Ilyas; Irwan Akib; Muhammad Muzaini
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.v7i1.14955

Abstract

This systematic review aims to identify, categorize, and evaluate the effectiveness of GeoGebra-assisted instructional strategies reported in various published studies in developing mathematical communication skills among Indonesian high school students. Specifically, the review seeks to: (1) identify and categorize the types of GeoGebra-assisted instructional strategies employed by Indonesian teachers; (2) synthesize evidence regarding their effectiveness on students' mathematical communication skills; and (3) analyze implementation challenges and facilitating factors within the Indonesian educational context. Following the PRISMA framework, the study analyzed 20 empirical articles published between 2024 and 2025 which met the preset criteria. The use of Geogebra in the three predominant instructional strategies, such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning, could enhance students' visual, symbolic, and verbal communication skills. The synthesis reveals that GeoGebra's interactive features facilitate mathematical representation and discourse, though implementation faces challenges including infrastructural limitations and varying levels of teacher readiness. Facilitating factors include GeoGebra's accessibility, visual capabilities, and compatibility with collaborative learning approaches. The novelty of this review lies in its focused synthesis of implementation dynamics within the Indonesian context. Practical implications underscore the need for targeted professional development and institutional support to optimize GeoGebra integration. This study contributes an evidence-based framework to guide educators and policymakers in fostering effective, communication-oriented mathematics instruction.
The role of engineering-related attitude and learning interest on mechanical reasoning: A structural equation modeling study Firdaus MS; Deliansyah Pasayu
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.v7i1.15300

Abstract

The results of previous research have not revealed the factors that influence mechanical reasoning, as a preparatory step to improve the mechanical reasoning abilities of engineering students. Based on this, the purpose of this study is to determine a factor model of engineering-related attitude and interest in learning in influencing mechanical reasoning. This study used a cross-sectional study design. The sampling technique used was purposive sampling, involving 30 mechanical engineering students and 72 civil engineering students from the Faculty of Engineering at Universitas Islam Ogan Komering Ilir Kayuagung. The study was conducted using a questionnaire with four Likert-type scale options. The questionnaire consisting of 13 items on mechanical reasoning, 8 items on engineering-related attitudes, and 8 items on interest in learning. The research data were analyzed using Structural Equation Modeling (SEM) using the SmartPLS4 application. SEM analysis involves two stages: measurement model testing and structural model evaluation. Overall, the results of the PLS-SEM model evaluation show that all indicators have met convergent validity and reliability, the independent variables do not experience multicollinearity, 42.1% of the variation in the mechanical reasoning variable can be explained by the relationship between the indicators that form the construct, and both engineering-related attitudes and learning interests are important and significant factors in influencing mechanical reasoning ability. This study contributes to the existing literature in mechanical reasoning by providing an empirically validated structural model that clarifies the significant roles of engineering-related attitudes and learning interest in explaining variations in students’ mechanical reasoning ability.
Developing PBL-based worksheet to foster self-confidence and problem-solving skills in learning transformation geometry Santi Nurhidayanti; Burhanudin Arif Nurnugroho
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.v7i1.15532

Abstract

This research aims to develop a valid and practical Problem-Based Learning (PBL) student worksheet to facilitate them fostering their self-confidence and problem-solving skills in learning transformationa geometry. Using the ADDIE model, this research involved 20 ninth-grade students of a private junior high school in Yogyakarta to learn the concepts of reflection and rotation using the worksheet. The worksheet integrates PBL syntax, self-confidence descriptors, and Polya's problem-solving indicators. The validation by experts and teachers yielded an average score of 90.36% (very high), while the students’ response on the worksheet practicality yielded an averagfe scores of 90% (small group) and 88.75% (large group). The scores mark a very practical indicator of the worksheet. The existence this worksheet enriches the best practices of the efforts to foster self-confidence and problem-solving skills among students.
Vocational high school students mathematical problem-solving skills in PBL on composite functions Dhiantika Aulia Hasna; Dwi Astuti
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.v7i1.15623

Abstract

Mathematical problem-solving skills remains a critical concern in Indonesian education. PISA 2022 results showing that Indonesian students’ mathematical performance is significantly below the OECD average. This issue is particularly important in vocational high schools, where mathematics is closely related to technical and workplace applications. Although Problem Based Learning (PBL) has been widely reported as effective in improving students’ problem-solving skills, most previous studies were conducted in general senior high schools and primarily focused on learning outcomes rather than examining students’ problem-solving processes in depth. Research specifically analyzing vocational students’ problem-solving characteristics at each stage of Polya’s framework within PBL, particularly on composite functions, remains limited. This study aims to fill this gap by qualitatively analyzing Grade XI vocational students’ mathematical problem-solving characteristics at each stage of Polya’s framework within PBL instruction on composite functions. A qualitative descriptive approach was employed involving 34 students. Data were collected through validated essay tests, observations, and interviews. Data analysis was conducted using data reduction, data display, and conclusion drawing techniques. The findings indicate that most students were categorized at a moderate level (83.33%), demonstrating adequate procedural ability but weaknesses in the planning and reflection stages. The study highlights an imbalance between procedural and metacognitive development and suggests the need for explicit scaffolding in planning and reflection to strengthen vocational students’ systematic problem-solving skills.
Improving students' chemical literacy skills through experiential learning on global warming concepts Sunartri Sunartri; Antuni Wiyarsi; Bambang Susilo
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.v7i1.15846

Abstract

Improving chemical literacy is an important task in learning in the global and sustainable development era. However, chemistry learning at schools still tends to focus on mastering theoretical concepts. Therefore, a learning model that is able to provide meaningful and contextual learning experience is needed, one of which is the experiential learning model. The experiential learning model is considered capable of facilitating students in constructing knowledge and developing chemical literacy skills. This study aims to analyze students’ chemical literacy skills before and after learning using the experiential learning model on the topic of global warming, as well as analyzing their improvement. This study employed a quasi-experimental method with a one-group pretest–posttest design and was conducted in two public senior high schools in Sleman Regency, Indonesia, with a sample of 144 Grade X students. Data were collected using chemical literacy tests that had been validated theoretically and empirically. The data were analyzed using a paired t-test and N-gain scores. The results showed a significant difference between pretest and posttest scores, with an improvement in chemical literacy skills in the medium category. These findings indicate that the application of the experiential learning model is effective in improving students’ chemical literacy skills on global warming topics.
Promoting healthy eating habits in preschool education through experiential learning Francisca Cardoso Silva; Filipe Couto
International Journal on Education Insight Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i2.14586

Abstract

This study reports on an educational intervention developed during a supervised internship in a preschool setting in Portugal, aiming to promote healthy eating habits and environmental awareness among children aged three to six years old. The project, titled “Hands-on Food: Promoting Healthy Eating Habits in Preschool Education”, was implemented at a preschool in northern Portugal between February and June 2025. It adopted a qualitative, descriptive, and participatory approach, using experiential and play-based methods to engage children in activities such as building a food pyramid, planting seeds, preparing simple recipes, and participating in games and discussions about food and nature. Data was collected through observation, field notes, and feedback from the classroom teacher, and analyzed thematically. The findings indicate that the intervention increased children’s understanding of food groups and healthy dietary choices, fostered their autonomy in food-related tasks, enhanced their curiosity about food origins and environmental sustainability, and improved social interaction and cooperation. Although the project was of limited duration, it provided meaningful evidence that early childhood education can be an effective setting for promoting health literacy and encouraging lifelong healthy eating habits.
Developing an English web-based learning application for senior high school students Haiyudi Haiyudi; Suprayuandi Pratama
International Journal on Education Insight Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i2.14879

Abstract

This research focuses on the development of LearningMu, a web-based English learning application designed for senior high school students in rural areas, particularly Belitung Regency, Indonesia. The initiative was motivated by persistent obstacles such as limited digital facilities, low student engagement in conventional classrooms, and the lack of cultural contextual learning resources. A research and development method was applied with the ADDIE development approach, enabling iterative refinement of the system based on continuous feedback from both teachers and students. The primary goal was to create an interactive, user-friendly, and accessible platform that supports autonomous learning. Trial implementation involving 30 students and three English teachers demonstrated that LearningMu provides an attractive interface, straightforward navigation, and locally relevant materials. The integration of multimedia resources, gamified quizzes, and monitoring features is hoped to enhance students’ motivation, language comprehension, and collaboration between schools and parents. Overall, the findings suggest that LearningMu is an effective and innovative tool to reduce educational disparities in underserved communities, and its modular design offers potential for wider adoption in similar contexts.
Developing Pancasila education e-module using Panrita Lopi context and Wordwall media to foster the fifth graders’ learning motivation and national character Andi Arbaina Fariza; Muhammad Nawir; Abdul Azis
International Journal on Education Insight Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i2.15976

Abstract

The Pancasila education e-module based on Panrita Lopi culture integrated with Wordwall media was developed to strengthen students' motivation and national character. Pancasila education is a subject that teaches Indonesia’s national ideology called Pancasila, while Panrita Lopi refers to a local maritime cultural value emphasizing wisdom and craftsmanship in boat-making from South Sulawesi. This study aims to (1) develop the e-module, (2) analyze its validity, (3) analyze its practicality, and (4) analyze its effectiveness on students' motivation and national character. The method used is Research and Development (R&D) with the ADDIE development model developed by Dick and Carey, involving 29 fifth-grade students of SD Negeri 27 Matekko. The developed e-module features interactive learning content, cultural contextualization, and game-based evaluation through Wordwall media. The results indicate that the e-module is highly feasible, practical, and effective for use in learning. This is evidenced by validation results from media, material, and cultural experts, each obtaining a score of 100% (very valid). Practicality is shown by teacher responses (99%) and student responses (97%), as well as motivation (97) and national character (95) in very good categories. Effectiveness is demonstrated by an increase in pretest scores (77) to posttest (94), normal data distribution, and paired sample t-test results (sig. 0.001 < 0.05), indicating H₀ is rejected and Hₐ is accepted. The N-Gain result (0.7107 > 0.70) is categorized as very effective. Thus, the e-module is valid, practical, and effective, and significantly improves students' motivation and national character.
Training opportunities as predictor of business educators job performance in public colleges of education, Kwara State, Nigeria Abdulraheem Ismail Kunmi; Joshua S. Mamman; Fawale Afiss Adebayo
International Journal on Education Insight Vol. 7 No. 3 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i3.16011

Abstract

Business Educators in Colleges of Education are saddled with tripartite mandate for the successful realization of the institutional goals. However, there has been much emphasis on their inability to teach as they ought to, disseminate research findings through publications and non-participation in community service. It is against this backdrop that this study investigated training opportunities as predictor of business educators’ job performance in public Colleges of Education, Kwara State, Nigeria. The study specifically examined the level of training opportunities as predictors of business educators’ job performance. The study adopted a descriptive survey research design. The population of the study was 53 Business Educators and quality assurance committee members from the three public colleges of education in the study area. Census sampling technique was adopted in this study. A structured questionnaire containing 20 items was used to elicit responses from the respondents and generated data for the study. The instrument was both face and content validated by three experts. The study made use of Cronbach Alpha and a reliability coefficient of 0.94 was obtained. The data collected for the study were analyzed using mean to answer the research questions raised and standard deviation to determine the closeness or otherwise of the responses from the mean. The study discovered that business educators will perform optimally if they are appropriately exposed to training opportunities and that neglect of business educators’ capacity building will have some negative impacts on their job performance and successful attainment of institutional goals for overall national education development (Mean=3.41; Mean=3.52). The study concluded that all hands must be on deck to ensure that business educators’ training opportunities is handled with seriousness by all stakeholders so that educational goals are realized. The study among others recommended that Management of colleges of education should continue to intensify its efforts in providing training opportunities for business educators by organizing seminars, workshops and conferences
Reducing English speaking anxiety through voice-based AI chatbots: Evidence from classroom implementation Daniel Ari Widhiatama; Elysa Hartati; Lu'luil Maknun
International Journal on Education Insight Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i2.16021

Abstract

This study investigates the effectiveness of voice-based AI chatbots, such as C-AI, Parlalingo, and Copilot in reducing foreign language classroom anxiety among English Language Education students. Speaking anxiety remains a major barrier to students’ willingness to communicate, particularly in EFL contexts where opportunities for authentic interaction are limited and fear of negative evaluation is high. Hence, this research aims to examine whether incorporating voice-based AI chatbots over a ten-week period can significantly reduce students’ anxiety levels. A quantitative pre-experimental design was employed involving 33 students. Before conducting pre-test and post-test, data were collected using an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics, Shapiro–Wilk normality test, and paired-samples t-test were used to analyse the data. The results showed  that the mean anxiety score declined from 3.31 (SD = 0.37) in the pre-test to 3.03 (SD = 0.38) in the post-test. The paired-samples t-test showed that this decrease was statistically significant (p < .001) with a moderate-to-large effect size (Cohen’s d = 0.74).  However, challenges such as occasional technical problems and the need to verify AI-generated responses were also described. Overall, the findings suggest that voice-based AI chatbots have the potential to reduce speaking anxiety and foster positive learning experiences. This study highlights the promising role of voice-based AI chatbots in supporting both affective and pedagogical aspects of language learning. Further study employing more rigorous experimental designs is recommended to establish their effectiveness more conclusively.

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