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Muhammad Kristiawan
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PPSDP International Journal of Education
Published by Perkumpulan Program Studi Doktor Pendidikan
ISSN : 28303229     EISSN : 28295196     DOI : https://doi.org/10.59175/pijed
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The PPSDP International Journal of Education is published by Perkumpulan Program Studi Doktor Pendidikan with E-ISSN: 2829-5196 and P-ISSN: 2830-3229. This journal is an interdisciplinary publication of original research and writing on education that publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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Integrating Education, Research, and Service: A Participatory Action Research (PAR) Model for University-Led Community Empowerment in Rural Indonesia Putri, Sulis Sriani; Purba, Nur Fauziah; Tiffani, Tamara Dilla; Siregar, Anjas Juliansyah; Iqbal Abdul Muin, Moh
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.615

Abstract

This study examines the implementation of the Tri Dharma of Higher Education through the Community Service Program (KKN) of the State Islamic University of North Sumatra in Bahbutong I Village, Simalungun Regency, using a Participatory Action Research (PAR) approach. The program focuses on sustainable community empowerment by positioning students as partners who collaborate with residents in identifying potential, formulating solutions, and implementing real programs. Research data were obtained through observation, interviews, focus group discussions, participatory documentation, and joint evaluation. The results indicate that the KKN activities successfully integrated the aspects of education, research, and community service. In terms of education, students play a role in enhancing literacy, health awareness, and strengthening religious values through the teaching of fardhu kifayah. In terms of research, village potential mapping is conducted to reveal opportunities for the development of micro, small, and medium enterprises (MSMEs) as well as various challenges faced by the community. Meanwhile, in terms of service, students implement concrete programs such as providing waste management facilities, organizing MSME bazaars, and village festivals that promote economic growth, cultural preservation, and social solidarity. Overall, these findings affirm that PAR-based community service not only enriches students’ learning experiences but also provides tangible benefits to village communities, while serving as a strategic model for other universities to sustainably optimize the Tri Dharma.
Managing Maritime Fieldwork Practices: A POAC Framework for Enhancing Student Competence in Indonesian Vocational Schools Sari, Dwi Puspita; Somantri, Manap; Kristiawan, Muhammad
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.646

Abstract

This study aims to analyze the management of Field Work Practice (PKL) in enhancing the competence of Maritime Department students at State Vocational High School 4 Bengkulu City. A descriptive qualitative design was employed through interviews, observations, and document analysis involving school administrators, teachers, students, and industry partners. The study revealed that PKL management was systematically implemented through four key functions planning, organizing, actuating, and controlling. Collaborative planning aligned educational goals with industry needs, while dual supervision and continuous monitoring improved students’ technical competence and professional discipline. The results demonstrate that adaptive management practices supported by digital supervision enhance the effectiveness of vocational training in maritime settings. The novelty of this study lies in applying the POAC management model to maritime vocational education with limited communication environments. This research contributes by proposing an adaptive framework that strengthens Industry–School Partnerships and bridges the gap between vocational education and the maritime industry.
The Influence of Family, School, and Community Environments on Students’ Religious and Social Behavior Syukri, Muhammad; Ulfah, Aunia; Nurhidayani, Nurhidayani; Majid, Muhammad Syahdan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.682

Abstract

This study aims to analyze the influence of family, school, and community environments on the religious and social behavior of students at State Islamic Senior High Schools (MAN) in Hulu Sungai Tengah Regency. These three environments are seen as complementary educational centers in shaping students’ spiritual and moral character. Using a quantitative approach with a causal-comparative design, this study involved 248 respondents selected through stratified proportional random sampling. Data were collected through questionnaires, observation, and documentation, then analyzed using multiple linear regression. The results showed that all environmental variables had a positive and significant influence both partially and simultaneously. The family environment contributed 14.5% to students’ religious behavior and 13.7% to students’ social behavior. The school environment contributed 17.6% to religious behavior and 19.2% to social behavior, demonstrating the strong role of madrasas in fostering religious values ​​and social interaction. Meanwhile, the community environment contributed the largest contribution, namely 20.8% to religious behavior and 20% to social behavior, emphasizing the role of the community as a space for practicing real morals. Simultaneously, the third environment explained 24.7% of the variance in students’ religious behavior and 28.2% in their social behavior. This finding confirms that character formation is inseparable from the synergy between family, school, and community. This research has significant implications for Islamic education management, particularly in strengthening collaboration between the third environment to achieve holistic, sustainable character development aligned with Islamic education principles.
Psychosocial Factors Contributing to Critical Thinking in Writing Skills: A Systematic Review of EFL Learners Amri, Samsul; Sulistiyo, Urip; Sartika, Delita
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.726

Abstract

Critical thinking (CT) in EFL writing is not solely a linguistic ability but a psychosocial process involving regulation, motivation, and social support. This study conducted a PRISMA-guided systematic review (2015–2024) across major databases, screening 364 records and including 20 empirical studies using quantitative, qualitative, and mixed-method designs. Given the heterogeneity of measures, narrative synthesis and vote counting were applied. The findings reveal that key psychosocial contributors to CT in writing include self-regulated learning (SRL) and metacognition, writing self-efficacy, resilience, motivation and grit, teacher autonomy support, feedback, classroom climate, peer collaboration, emotion regulation, and technology-mediated feedback. A cascade model is proposed in which Teacher Autonomy Support and Classroom Climate influence Engagement, which then promotes SRL and Metacognition, leading to Writing Self-Efficacy, Resilience, and Motivation, and ultimately enhancing Critical Thinking in Writing. These relationships are shaped by learners’ anxiety and emotion-regulation capacities, and further strengthened by technology-supported learning environments. The review recommends integrating SRL cycles, autonomy-supportive feedback, peer reasoning routines, and emotion-regulation strategies into EFL writing instruction. Overall, this work offers an evidence-informed framework that connects psychosocial dynamics with reasoning quality in EFL writing and provides a broader conceptual foundation for advancing research in language learning and learner development.
Integrating Local Wisdom and Digital Literacy: The BAJI AMPE Poster Model for Anti-Bullying and Learning in Indonesian Primary Education Baharuddin, Baharuddin
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.791

Abstract

This study addresses two critical issues identified at UPT SPF SDN Mangkura V, Makassar-low mastery of poster concepts among Grade 4 students and a declining sense of safety caused by bullying. Although character education and digital literacy are mandated in the Merdeka Curriculum, limited models integrate these competencies with local cultural wisdom. To fill this gap, the study aimed to develop and implement the BAJI AMPE-Based Poster Model, an instructional innovation grounded in South Sulawesi values of baji ampe (good deeds, mutual respect, togetherness) and aligned with Tudang Sipulung principles. Using an action research design, the intervention was implemented with 27 Grade 4 students and consisted of three phases: (1) Awareness mini-research and group discussions on bullying; (2) Solution Co-Designing collaborative development of digital posters using Chromebooks and Canva with embedded local language elements; and (3) Action and Sharing presentation, school-wide and social media dissemination, and reflective journaling supported by formative assessment. The results show that 24 students (89%) achieved full mastery of poster concepts, while 3 students (11%) demonstrated partial mastery. School-climate data also indicate a 34.14% increase in students’ perceived safety from bullying. The findings demonstrate that a culturally grounded, student-centered, and technology-supported learning intervention can simultaneously strengthen cognitive understanding and improve students’ sense of safety. The study contributes a low-cost, replicable instructional model for primary schools seeking to cultivate 21st-century competencies and advance the Pancasila Student Profile.
Integrative Islamic Values Model of Academic Supervision to Enhance Instructional Quality in Madrasah Ibtidaiyah: A Study in Barru Regency Tajuddin, Tajuddin; Akib, Irwan; Mawardi, Amirah
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.792

Abstract

This study aims to develop an Integrative Islamic Values Model of Academic Supervision designed to enhance instructional quality in Madrasah Ibtidaiyah (Islamic elementary schools) in Barru Regency, Indonesia. The research responds to the limited effectiveness of conventional supervision practices, which frequently emphasize administrative compliance rather than pedagogical improvement grounded in Islamic ethics. Employing a Research and Development (R&D) approach adapted from Borg and Gall, the study progressed through needs analysis, model design, expert validation, limited implementation, and wider field testing. Data were collected through interviews, observations, questionnaires, and documentation, and analyzed using descriptive statistics (mean and standard deviation) and qualitative techniques including thematic analysis. The findings indicate that the developed model incorporates core Islamic values—amanah (trust), ‘adl (justice), ihsan (excellence), musyawarah (consultation), and mas’uliyyah (responsibility)—into the planning, implementation, and evaluation stages of academic supervision. Expert assessments showed strong validity (M = 4.63/5.00), while field testing demonstrated significant improvements in teachers’ pedagogical competence and instructional quality, supported by increased mean scores across key performance indicators. This study contributes an empirically tested and contextually grounded framework that integrates Islamic spiritual values with professional supervision standards, offering a novel and practical model to strengthen holistic and ethically rooted instructional quality assurance in Madrasah Ibtidaiyah.
Developing IPAS Teaching Materials with an Integrated Deep Learning Approach and Character Values to Improve Elementary Students’ Critical Thinking Skills Sunarsi, Sunarsi; Yaumi, Muhammad; Rasyid, Nur Akbar; Rosdiana, Rosdiana
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.793

Abstract

This study aims to develop Natural and Social Sciences (Ilmu Pengetahuan Alam dan Sosial/IPAS) teaching materials using a deep learning approach integrated with core character values to strengthen elementary students’ critical thinking skills. Employing a Research and Development design based on the ADDIE model, the study involved needs analysis through surveys of 100 teachers and 200 students across five elementary schools in Central Java, which revealed weaknesses in existing materials, particularly the lack of interactivity and moral content. The teaching materials were designed as project-based modules incorporating virtual simulations, case studies, and collaborative tasks that embed topics such as ecosystems and social dynamics with values of honesty, responsibility, and cooperation. The intervention was implemented in an experimental class of 50 fifth-grade students, compared with a control group using standard materials. Results showed a significant improvement in critical thinking, with students’ HOTS-based test scores increasing from 65% to 85% (p < 0.05, medium effect size). Qualitative observations also indicated enhanced cooperative and ethical behavior among 80% of students. Expert validation yielded a high feasibility rating (M = 4.5/5). The findings demonstrate that integrative deep learning–based IPAS materials can effectively advance both cognitive mastery and character formation, offering a holistic alternative to traditional instruction. This study contributes a validated, scalable model for strengthening critical thinking and character education, supporting broader adoption in the Indonesian national curriculum.
Diffusion of Disruptive Innovation in Islamic Primary Education: Implementation of Smart Teacher AI for Digital Competence Development Novriyanto, Erwin; Hardhienata, Soewarto
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.658

Abstract

This study explores the diffusion of disruptive innovation in Islamic primary education through the implementation of Smart Teacher AI, an AI-driven professional learning platform designed to strengthen teachers’ digital competence. The research employs a Research and Development (R&D) approach based on Borg and Gall’s model, focusing on the implementation phase of Smart Teacher AI in SD Islam Al Ittihad, Cibubur. Data were collected from 25 teachers using observation sheets, digital competence rubrics, focus group discussions, and system usage analytics. The findings reveal that the implementation of Smart Teacher AI aligns with Rogers’ diffusion of innovation framework, showing gradual adoption from innovators to early and late adopters. The platform significantly improves teachers’ digital skills in lesson planning, designing interactive learning media, and evaluating digital learning outcomes. The novelty of this study lies in integrating AI-assisted professional learning within the framework of Islamic values, bridging the gap between technological disruption and faith-based education. The results contribute to both theoretical and practical insights on innovation diffusion in education, emphasizing that digital transformation in Islamic schools requires not only technology readiness but also value-driven leadership and sustainable pedagogical adaptation.
Strengthening Local Wisdom Values through Challenge-Based Learning and Folklore-Based Interactive Media: A Quasi-Experimental Study in Indonesian Elementary Education Yusnan, Muhammad; Munirah, Munirah; Nappu, Syamsiarna
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.690

Abstract

The aim of this study was to investigate the effectiveness of the Challenge-Based Learning model supported by interactive media based on folklore in strengthening local wisdom values and improving students’ learning outcomes in elementary education. This research adopted a quantitative approach using a quasi-experimental design that emphasized real classroom application. Data were obtained through tests, observations, and questionnaires, and analyzed descriptively and inferentially to identify the impact of the intervention. The findings revealed that students experienced notable progress in understanding and internalizing local wisdom values, accompanied by a marked improvement in their learning achievements. The study’s novelty lies in the integration of folklore content into interactive digital media framed within the Challenge-Based Learning model, creating a culturally grounded and technology-enhanced learning environment. The practical implication highlights that folklore-based interactive media can serve as a powerful pedagogical resource to foster engagement, moral reflection, and cultappreciation among young learners. This study contributes to the enrichment of innovative and contextualized instructional models that resonate with the principles of Merdeka Belajar and emphasize the importance of local cultural identity as a foundation for meaningful character education in the digital era.
Implementation and Student Response to Phonics Songs for Beginning Readers: A Case Study at SD Bangkala III Makassar Amal, Budi; Munandar, Aris; H, Nurhikmah; Kusuma, Sholihatunnisa Dwi
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.729

Abstract

This study aims to analyze the implementation and student response to the Phonics Reading Songs media as a preliminary trial at SD Bangkala III Makassar. This qualitative case study focuses on 15 progressive songs that emphasize phonemic awareness, ranging from letter recognition to syllable blending. Data were collected through participatory observation and in-depth interviews with classroom teachers and students. The results showed that the Phonic Song media proved to be practical and easy for teachers to implement. Affectively, first-grade students at SD Bangkala III Makassar, including those who had difficulty reading, showed positive responses, increased enthusiasm, and active involvement in learning. Cognitively, Phonics Songs function effectively as an auditory mnemonic that strengthens phonological memory and facilitates the blending of phonemes into syllables. These findings are supported by preliminary evidence of efficacy in a preschool context, indicating the suitability of this medium for early reading intervention. This case study concludes that the integration of rhythm and phonics is an effective approach to overcoming early reading difficulties. Further quantitative research is needed to measure the broader impact.

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