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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 384 Documents
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Weaving Cultural Threads: Integrating Local Wisdom into Indonesia’s Early Childhood Curriculum for Character Building and Cultural Preservation Suryaningsih, Ni Made Ayu; Poerwati, Christiani Endah; Cahaya, I Made Elia
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.v4i2.732

Abstract

In an era of globalization, there is growing international interest in integrating indigenous knowledge and local wisdom into early childhood education (ECE) to promote cultural sustainability and holistic child development. However, a comprehensive synthesis of the strategies, impacts, and challenges of such integration within the Indonesian context remains limited. This article examines the incorporation of local wisdom into Indonesia’s Early Childhood Education (PAUD) curriculum as a response to cultural erosion and character development challenges. Using a descriptive qualitative approach and thematic analysis of published sources from 2019 to 2024, our analysis reveals key patterns in policy alignment, pedagogical practices, and mechanisms of cultural transmission. Grounded in socio-cultural constructivist theory and national education policy (Permendikbud No. 5 of 2022), the findings demonstrate that local wisdom-based curricula support the formation of children’s cultural identity while mitigating the homogenizing effects of globalization. Empirical illustrations include the implementation of the Tri Hita Karana philosophy in Balinese PAUD settings and culturally responsive teaching practices incorporating folklore, traditional games, and daily routines. The study also identifies the emerging potential of digital technologies, such as augmented reality (AR), to enhance children’s engagement with and retention of local wisdom values. This research contributes a conceptual model and practical recommendations for developing culturally sustainable ECE curricula, offering insights applicable to other culturally diverse, post-colonial contexts.
Development of a Collaborative Learning-based Teacher Pedagogical Support Model at Vocational High Schools in Palembang: Needs Analysis Afriany, Dina; Japar, Muhammad; Khaerudin, Khaerudin
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.v4i2.735

Abstract

The business and industrial sectors increasingly require Vocational High School (SMK) graduates to possess not only strong hard skills but also advanced soft skills. These competencies can only be developed through innovative and contextual learning practices. Many vocational teachers do not create tailored teaching materials that align with the curriculum, meet the needs of the business sector, and consider the characteristics of their students. To address these challenges, the involvement of learning support teacher, particularly School Supervisors and School Principals, is crucial in enhancing the quality of learning in schools. However, there is currently no structured support model that specifically addresses teachers’ practices, and School Supervisors are not sufficiently engaged as coaching partners within the schools. From interviews, observations, and a survey of a random sample of 51 teachers from 147 vocational non-educational teachers in Palembang City, the average pedagogical understanding was 55.75, hence immediate measures are needed to address teachers with low pedagogical competence. Considering the varying expertise of each school assistant, the collaboration of learning that combines training and guidance with mentoring and optimises individual and group competencies by providing support in the form of coaching is currently the appropriate strategy.
The Influence of Teacher’s Performance and School Environment on the Implementation of Curriculum Merdeka Meiliza Hastuti; Bukman Lian; Muhammad Fahmi
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.v5i1.899

Abstract

This study aims to examine the influence of teacher performance and school environment on the implementation of the Curriculum Merdeka at SMA Negeri 5 Palembang. A quantitative approach with a survey method was employed. The sample consisted of 68 teachers selected purposively. Data were collected through questionnaires and analyzed using multiple linear regression. Findings revealed that: (1) teacher performance significantly influences Curriculum Merdeka implementation (p = 0.000 < 0.05) with a coefficient of determination (R²) of 0.646; (2) school environment significantly influences curriculum implementation (p = 0.000 < 0.05) with R² of 0.586; and (3) simultaneously, both variables significantly affect implementation (p = 0.000 < 0.05) with R² of 0.723, indicating that 72.3% of the variance in curriculum implementation is explained by teacher performance and school environment together. The research provides early empirical validation of key determinants specifically influencing the rollout of Indonesia's new Curriculum Merdeka policy, examining both human and contextual factors within a localized school setting. Schools should prioritize continuous teacher professional development and cultivate supportive physical and psychosocial environments to ensure effective curriculum implementation aligned with policy objectives. The study contributes evidence-based insights to educational policy discourse, demonstrating that successful curriculum reform requires simultaneous investment in teacher quality and conducive institutional conditions.
A Home–School Partnership Model for Children's Foundational Competencies During School Transition Agustini Agustini; Wenny Hulukati; Abd. Hamid Isa; Pupung Puspa Ardini
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.v5i1.904

Abstract

This study aims to design, develop, implement, and evaluate a collaborative Home–School Partnership model to enhance children's foundational competencies during the transition from early childhood education to primary school in Gorontalo Province, Indonesia. Employing a research and development approach within the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation), data were collected from parents of Grade I and II students across several elementary schools using questionnaires, observations, interviews, and focus group discussions. Model effectiveness was assessed through a pretest–posttest experimental design measuring changes in parental understanding and engagement. Results demonstrate high expert validity (91.72%) and strong practicality (93.14%) during small-group and large-group trials. Effectiveness evaluation revealed significant improvements in parental understanding, with posttest scores ranging from 79.70 to 84.20. Parents reported increased awareness of children's socio-emotional development, communication skills, independence, and positive learning attitudes beyond academic preparation. The study concludes that the Home–School Partnership model effectively strengthens parent–teacher collaboration and supports holistic child development during the transition to primary education. The novelty lies in its systematic development and validation of a structured partnership model specifically contextualized to the Indonesian educational landscape, addressing the critical yet underexplored transition period between early childhood and primary schooling. Practically, the model offers a replicable framework that can be integrated into school programs to foster sustainable home–school partnerships. This study contributes to educational literature by providing empirical evidence that structured family-school collaboration significantly enhances parental engagement and foundational competency development during a pivotal stage in children's educational trajectories.
Needs Analysis of Islamic Religious Education Teaching Materials Integrating Local Wisdom at Universitas Negeri Gorontalo Agil Bahsoan; Abdul Haris Panai; Nur Mohamad Kasim; Mohamad Zubadi; Novianty Djafri; Tuti Wantu
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.v5i1.889

Abstract

This study aims to identify and analyze the needs for developing Islamic Education (IRE) teaching materials that incorporate local wisdom at Gorontalo State University. The study uses a descriptive quantitative approach through the distribution of questionnaires to students taking IRE courses, with the aim of exploring their perceptions and needs regarding the integration of cultural activities and regional cultural values, especially those of Gorontalo, into the learning process. This study uses a descriptive quantitative approach through a needs analysis of 50 students at Universitas Negeri Gorontalo who are enrolled in Islamic Religious Education courses for the 2025/2026 academic year, with the aim of identifying the urgency of developing IRE teaching materials based on local wisdom. The results of the analysis show that students have a high level of awareness and strongly support the importance of applying Gorontalo cultural values in teaching materials. These values are considered capable of deepening religious understanding, strengthening moderate attitudes, and shaping a religious and cultured social character. These findings confirm that IRE teaching materials need shift from textual learning to contextual and constructivist learning, so that Islamic teachings can be more easily understood, internalized, and applied in students’ lives. The results of this study provide a basis for educators and curriculum developers to design teaching materials that are in line with the local socio-cultural context. Further research is recommended to develop and test teaching materials based on local wisdom using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model to assess their effectiveness in strengthening religious moderation and cultural identity among university students.
Innovation Management in Education: Implementing a Smart School Ecosystem through Artificial Intelligence Erwin Novriyanto; Dadang Jaenudin
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.v5i1.891

Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, yet many educational institutions continue to struggle with sustainable and meaningful AI integration. Existing initiatives often emphasize technological adoption while overlooking the organizational and managerial processes required to ensure long-term impact, particularly in teacher professional development. This study addresses this gap by examining how innovation management can facilitate the implementation of a smart school ecosystem supported by AI. This article employs a conceptual research approach, integrating insights from innovation management theory, smart school ecosystem literature, and AI-enabled educational practices. The analysis synthesizes prior empirical and conceptual studies to develop a coherent perspective on how governance structures, leadership practices, and organizational learning processes shape AI adoption in educational settings. The findings indicate that AI contributes effectively to teacher professional development only when embedded within a managed smart school ecosystem. Innovation management operates through three key mechanisms: strategic governance that aligns AI initiatives with institutional goals, organizational learning cultures that enable teachers to engage constructively with AI-generated feedback, and leadership-mediated adoption processes that build trust and capacity. Without these mechanisms, AI implementation risks becoming fragmented, technocratic, and unsustainable. This study contributes theoretically by positioning AI integration as an innovation management challenge rather than a purely technological one. Practically, it offers guidance for educational leaders and policymakers seeking to design AI-supported professional development systems that are adaptive, ethical, and sustainable. The article concludes by outlining directions for future research on innovation governance and AI-enabled learning ecosystems across diverse educational contexts.
Analysis of Madrasah Principal’s Leadership Style on Teachers’ Work Motivation Chandra Chandra; Nur Ahyani; Nurlina Nurlina
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.v5i1.893

Abstract

This study aims to analyze the implementation of the principal’s leadership style, identify obstacles, and examine strategies for enhancing teacher work motivation at MI Luqmanul Hakim Marta Jaya. Employing a qualitative case study method, data were collected through interviews, observation, and documentation. The results indicate that the principal adopts an integrated leadership style, combining transformational, democratic, and Islamic values with minor transactional elements. Key obstacles include limited resources, administrative burdens, and varied teacher characteristics. Effective motivational strategies involve two-way communication, recognition, professional development, participatory decision-making, and cultivating an Islamic work environment. The novelty of this research lies in its focused examination of how Islamic values are synergized with contemporary leadership approaches in a madrasah setting. A key practical implication is that madrasah principals can adopt this integrated leadership model to foster motivation despite resource constraints. The study contributes a context-specific framework for faith-based educational leadership, demonstrating that purpose-driven and value-based practices are essential for sustaining teacher commitment in Islamic institutions.
Academic Procrastination in Junior High School Students: A Descriptive Study in Bantaeng Regency, Indonesia Hadrawi Hadrawi; Andi Tenri Ampa; Erwin Akib
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.v5i1.894

Abstract

Academic procrastination is a common issue among adolescents and has the potential to hinder academic achievement and the development of learning skills. However, contextual descriptive mapping at the regional level, including in Bantaeng Regency, remains limited. This study aims to describe the level of academic procrastination among junior high school (SMP) students in Bantaeng Regency. The research employed a quantitative descriptive approach involving 360 students from grades VII–IX as participants. Procrastination was measured using an 8-item Likert scale with a score range of 1–5, and the Procrastination Index was calculated based on the average score of each item, where higher scores indicate higher levels of procrastination. Data were analyzed using descriptive statistics and categorized into low, moderate, and high levels. The results showed that 0.0% of students were in the low category, 16.4% in the moderate category, and 83.6% in the high category, with the high category being the most dominant in the studied population. Academic procrastination was found to be relatively high, particularly in activities requiring planning skills, persistence, and time management. This study provides a contextual descriptive mapping of academic procrastination in Bantaeng Regency, serving as an initial basis for schools and policymakers to design more targeted and effective interventions, particularly those focusing on strengthening students’ self-regulation, study planning, and time management skills.
Culturally Responsive Pedagogy in Practice: Learning Strategies and Character Building in Javanese Gamelan Education at an Indonesian High School Cipto Budy Handoyo; Akbar Bagaskara
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.v5i1.895

Abstract

This qualitative study investigates the strategies for teaching Javanese gamelan at SMAN 1 Kasihan Bantul in Yogyakarta, Indonesia, with a specific focus on how these strategies facilitate character education. Employing a field research design, data were collected through direct observation of gamelan lessons and semi-structured interviews with one teacher and participating students. The findings reveal a contextually designed, gradual pedagogical approach that effectively accommodates students with heterogeneous, primarily beginner, musical backgrounds. Key strategies included prioritizing student comfort and familiarization over technical mastery, selecting simple Lancaran and Ladrang repertoire with variations (racik), and integrating theory contextually into hands-on practice. This approach proved effective in boosting student motivation, engagement, and musical understanding. Beyond musical skill acquisition, the learning process served as a powerful medium for instilling character values such as mutual respect (e.g., through customs like not stepping over instruments), discipline and emotional regulation (through ensemble cohesion), and inclusive leadership (symbolized by the kendang player's role). The study concludes that the gamelan program at SMAN 1 Kasihan Bantul offers an integrative, culture-based model for arts education, relevant to both music pedagogy and local cultural preservation in secondary schools.
The Effect of IoT and Library Services on Reading Interest of High School Students Netti Herawati; Bukman Lian; Muhamad Fahmi
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.v5i1.896

Abstract

This study aims to analyze and determine the effect of the Internet of Things (IoT) and library services on the reading interest of high school students in the Ilir Timur 1 District of Palembang. A quantitative approach was employed with a sample of 92 students selected through probability sampling. Data were collected via questionnaires using a 5-point Likert scale across 90 statement items. Analysis utilized simple and multiple linear regression techniques. The findings revealed three significant effects: (1) IoT independently influences students' reading interest; (2) library services independently influence students' reading interest; and (3) both IoT and library services simultaneously exert a significant influence on the reading interest of high school learners in the district. The research innovatively investigates the synergistic influence of technological infrastructure (IoT) and traditional educational resources (library services) on reading engagement within a localized Indonesian context. Schools and education authorities should strategically invest in both digital connectivity and quality library provisions, recognizing their complementary roles in fostering student reading interest. The study contributes empirical evidence to educational technology discourse, validating that reading motivation in the digital age requires integrated enhancement of both physical learning resources and technological access.

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