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Interdiciplinary Journal of Education
Published by Sumber Belajar Sejahtera
ISSN : -     EISSN : 29887798     DOI : https://doi.org/10.61277/ije.v1i1
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
aim is to form a scientific platform through which the researchers and educators produce and use the information in this field share theoretical and practical information that researchers produce in all fields of education
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Development of a Local Wisdom-Based Social Studies Module to Foster Character Education among Junior High School Students in East Lombok Mulyadi Irwan; Badarudin Badarudin; Armin Subhani
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.253

Abstract

This study aims to develop, validate, and examine the effectiveness of a local wisdom-based Social Studies (IPS) teaching module in fostering character education among junior high school students. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants included eighth-grade students of SMP Negeri 1 Terara, East Lombok. The results indicate that the developed module is valid, practical, and effective. The expert validation results show high validity, with scores of 91.6% for content, 75% for media, and 77.77% for language, resulting in an overall average of 81.46% (very valid category). The practicality test reveals a user response score of 88.9%, categorized as very good, indicating that the module is easy to use and engaging in classroom learning. Furthermore, the effectiveness test demonstrates a significant improvement in students’ character education, as indicated by an N-Gain score of 0.54 (moderate category). The paired-sample t-test shows a statistically significant difference between pretest and posttest scores (p < 0.05), while the effect size (Cohen’s d = 0.76) indicates a moderate to high impact of the intervention. The novelty of this study lies in the systematic integration of Sasak local wisdom values into a structured Social Studies module using the ADDIE model, supported by empirical validation of its effectiveness. This study contributes to the development of culturally responsive instructional materials that enhance character education through contextually relevant learning.
Effects of CTL and Inquiry-Based Learning Through Lesson Study on Scientific Literacy and Science Achievement Yuli Mardianti; Nuraini Nuraini; Muhammad Khairul Wazni
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.255

Abstract

This study examines the effects of Contextual Teaching and Learning (CTL) and Inquiry learning models implemented through Lesson Study on students’ scientific literacy and science achievement. A quasi-experimental design with a pretest–posttest control group approach was employed. The participants consisted of 54 seventh-grade students from SMP Negeri 1 Sikur, divided into two groups: the CTL group and the Inquiry group. Data were collected using validated scientific literacy and science achievement tests. Instrument reliability was confirmed using Cronbach’s Alpha (α = 0.82). Data were analyzed using One-Way MANOVA after fulfilling normality and homogeneity assumptions. The results revealed a significant multivariate effect of the learning models on scientific literacy and science achievement (Wilks’ Lambda = 0.742, F(2, 51) = 8.85, p < 0.001, Partial η² = 0.258). Further analysis showed that the Inquiry model resulted in higher mean scores in scientific literacy (M = 84.32, SD = 4.87) and science achievement (M = 83.91, SD = 5.76) compared to the CTL model (scientific literacy: M = 82.15, SD = 5.21; science achievement: M = 80.47, SD = 6.12). These findings indicate that Inquiry learning is more effective in developing higher-order thinking skills, while CTL is effective in enhancing contextual understanding. In conclusion, the integration of CTL and Inquiry through Lesson Study provides meaningful learning experiences and significantly improves students’ scientific literacy and learning outcomes.
The Effects of Problem-Based Learning on Fourth-Grade Students’ Critical Thinking and Speaking Skills in English Instruction Nengah Wardatul Uyun; Padlurrahman Padlurrahman; Muhammad Khairul Wazni
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.256

Abstract

This study examines the effects of Problem-Based Learning (PBL) on fourth-grade students’ critical thinking and speaking skills in an elementary English as a Foreign Language (EFL) context. A quasi-experimental design with a pretest–posttest control group was employed, involving 36 students divided into experimental and control groups. Data were collected using a validated multiple-choice test to assess critical thinking and a performance-based rubric to evaluate speaking skills. The data were analyzed using Multivariate Analysis of Variance (MANOVA) and independent sample t-tests. The results of the MANOVA indicated that PBL did not have a statistically significant effect on the combined dependent variables (Wilks’ Λ = 0.968, F = 0.614, p = 0.547). However, univariate analysis revealed a significant effect of PBL on students’ critical thinking skills (p < 0.05), while the effect on speaking skills was not statistically significant. These findings suggest that PBL is more effective in enhancing higher-order cognitive skills than in improving oral communication abilities in elementary EFL learners. This study contributes to the growing body of research on constructivist learning by providing empirical evidence that PBL supports the development of critical thinking skills in young learners. However, the findings also highlight the need for integrating explicit language instruction and scaffolding strategies to improve speaking performance. The study offers important pedagogical implications for designing balanced instructional approaches that address both cognitive and communicative competencies in language learning.
Development of Leveled Reading Books Based on the ADDIE Model to Improve Elementary Students’ Reading Comprehension Sapariah Sapariah; Muh. Fahrurrozi; Baiq Rismarini Nursaly
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.258

Abstract

This study aims to develop and evaluate the effectiveness of leveled reading books based on the ADDIE model to improve reading skills and text comprehension among elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included 45 fifth-grade students, consisting of 10 students in the small-group trial and 35 students in the large-group trial. Data were collected through pretest-posttest assessments, expert validation sheets, and questionnaires. Quantitative data were analyzed using the normalized gain (N-Gain) formula, while qualitative data were analyzed descriptively. The results indicate that the developed product is valid and effective. The small-group trial showed an N-Gain score of 0.69 (moderate category), while the large-group trials demonstrated high effectiveness with N-Gain scores ranging from 0.79 to 0.80. In addition, student and teacher responses were categorized as excellent, indicating high acceptance and practicality of the product.In conclusion, leveled reading books developed through the ADDIE model are effective instructional materials for enhancing students’ reading comprehension and literacy engagement. This study contributes to the development of differentiated literacy instruction in elementary education.
Design and Evaluation of ADDIE-Based Animated Video Instructional Materials for Enhancing Learning Outcomes in Primary Civic Education Tuti Wahyuningsih; Muh. Fahrurrozi; Badarudin Badarudin; Syarifah Aulia
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.275

Abstract

Materials to enhance learning outcomes in primary civic education. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study was conducted with second-grade students at SDN 01 Terara, involving a small group (n=6) and a large group (n=20). Data were collected through expert validation, questionnaires, and pretest–posttest assessments. The validation results showed that the instructional materials achieved an average score of 71%, categorized as valid. The practicality test indicated positive responses from teachers (70%) and students (70.1%), categorized as highly practical. The effectiveness analysis using the N-gain score revealed a moderate improvement in the small group (0.48) and a high improvement in the large group (0.58). These findings indicate that the developed animated video-based instructional materials are valid, practical, and effective in improving students’ learning outcomes. This study contributes to the field of educational technology by integrating multimedia learning with a systematic instructional design framework and providing empirical evidence of its effectiveness in primary civic education.
Dispositional Optimism and Perceived Stress in Adolescents Following Parental Divorce Lintang Kinasih; Christiana Hari Soetjiningsih; Emmanuel Satyo Yuwono
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.279

Abstract

Parental divorce constitutes a major family transition that may heighten adolescents’ perceived stress, whereas optimism is generally regarded as a protective psychological resource. This study examined the association between dispositional optimism and perceived stress among adolescents whose parents had divorced. A quantitative, cross-sectional correlational design was employed with 64 adolescents aged 14–18 years residing in Grobogan Regency, Indonesia. Participants were recruited through convenience sampling and completed online measures described as Indonesian adaptations of the Life Orientation Test–Revised and the Perceived Stress Scale. Because both variables deviated significantly from normality, the hypothesis was tested using Spearman’s rank-order correlation. The analysis revealed a statistically significant, moderate positive association between optimism and perceived stress (rₛ = .488, p < .001; approximate 95% CI .28, .66), contrary to the hypothesized negative relationship. This finding should not be interpreted as evidence that optimism causes stress. Rather, it may reflect context-specific expectations, compensatory positive thinking elicited by distress, measurement-related characteristics, or unmeasured family and social conditions. The findings underscore the importance of distinguishing generalized dispositional optimism from family-specific hopes, including expectations of parental reconciliation. Counseling interventions should preserve adolescents’ positive future orientation while fostering realistic appraisal, emotional acceptance, flexible goal adjustment, and access to supportive relationships.
Sawek Bangket: Ritual Ecology, Pest Governance, and Social Cohesion in Sasak Agriculture Yeni Maulida; Bambang Eka Saputra; Zidni Zidni; Hary Murcahyanto
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.282

Abstract

Indigenous and local knowledge is increasingly recognized in sustainability research, yet agricultural rituals are still often treated as symbolic survivals rather than as institutions that organize environmental observation, collective action, and intergenerational learning. This study examines Sawek Bangket, a Sasak agricultural ritual practiced in Kelayu Jorong Village, East Lombok, Indonesia, and asks how its history, ritual sequence, and social-ecological functions are understood by local knowledge holders. A qualitative historical-ethnographic design was employed between January and March 2025. Data were generated through semi-structured interviews with 12 purposively selected traditional leaders, religious figures, ritual practitioners, senior farmers, and community elders, together with participant observation and documentation. The data were interpreted through historical source criticism and thematic analysis. The findings show that community memory locates the tradition before living memory, while a major pest outbreak in the early 1980s appears to have reactivated or intensified its contemporary practice. Sawek Bangket combines field inspection, ritual preparation, Islamic prayers, symbolic materials, and post-ritual cooperation. Its principal contribution is not demonstrable biological pest control; rather, it provides a culturally legitimate framework for noticing threats, coordinating farmers, reinforcing environmental responsibility, and transmitting local knowledge. The article conceptualizes Sawek Bangket as ritual ecology and as cultural infrastructure for pest governance and social cohesion. The findings support respectful knowledge co-production in which local ritual practices complement, but do not replace, scientifically validated integrated pest management.
Character Internalization Through Structured Habituation in Rural Indonesian Elementary Education Moh Hirsan; Musipuddin Musipuddin; Lalu Parhanuddin
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.292

Abstract

This study examines how structured habituation supports character internalization among elementary school students in a rural Indonesian school. Using a qualitative case-study design, the research was conducted at SDN 2 Suka Damai, East Lombok, Indonesia. Data were collected through three months of sustained participant observation, semi-structured interviews with the principal, six teachers, and twelve students, and analysis of school program documents. The data were analyzed through iterative coding, data condensation, thematic display, and interpretive verification. Trustworthiness was strengthened through source triangulation, member checking, prolonged engagement, and an audit trail. The findings reveal three main patterns. First, the school implements a layered habituation architecture comprising daily routines, weekly collective activities, and incidental experiential programs that mutually reinforce value cultivation. Second, students' character internalization develops through three overlapping stages: externally regulated compliance, cognitive understanding of moral meaning, and identity-based integration of values. Third, teacher modeling functions as the central relational scaffold that connects repeated routines with deeper moral understanding. This study contributes a context-sensitive model of habituation-based character education by explaining how discipline, responsibility, and honesty are transformed from institutional rules into autonomous student dispositions. The findings offer practical implications for elementary schools seeking to move character education beyond moral instruction toward sustained school culture, teacher credibility, reflective dialogue, and everyday ethical practice.
Reducing Early Adolescent Risk Behaviors through Indonesia’s PIK-R Counseling Program Aswini Aswini; Muh Fahrurrozi; Armin Subhani
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.293

Abstract

This study examines the effectiveness of a school-based counseling intervention, the Youth Information and Counseling Center (Pusat Informasi dan Konseling Remaja, PIK-R), in reducing risk behaviors among early adolescents in Indonesia. A quasi-experimental design with a non-equivalent control group was applied to sixth-grade primary school students aged 11-12 years. The experimental group received a six- to eight-week PIK-R intervention consisting of peer education, guided counseling, role-playing, group discussion, and case-based learning, while the control group continued regular school activities. Data were collected using a validated Likert-scale questionnaire and analyzed through descriptive statistics, paired-samples t-tests, independent-samples t-tests, and effect-size estimation. The findings indicate that students who participated in the PIK-R intervention showed a statistically significant decrease in risk behavior scores compared with students in the control group. The intervention also produced a large practical effect (Cohen's d = 0.85), suggesting that PIK-R can serve as an effective preventive strategy in primary education. This study contributes to the literature by extending evidence on counseling-based risk behavior prevention to early adolescents and by providing context-specific insights from Indonesian schools.
Technology-Integrated Discovery Learning for Elementary Mathematical Understanding and Engagement Suhardi Usman; Edy Waluyo; Sri Supiati
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.295

Abstract

This study developed and evaluated a technology-integrated discovery learning model to strengthen elementary students' mathematical conceptual understanding and learning engagement. Although digital technologies are increasingly available in primary classrooms, mathematics instruction frequently remains dominated by teacher-centered practices that prioritize procedural fluency over conceptual reasoning. To address this problem, the study employed a Research and Development design guided by the ADDIE framework, which comprises analysis, design, development, implementation, and evaluation. The participants included fifth-grade elementary students involved in small-group and large-group trials, a classroom teacher, and three expert validators specializing in mathematics education, instructional media, and language. Data were collected using expert validation sheets, teacher and student practicality questionnaires, classroom observations, and pretest-posttest assessments. The data were analyzed through descriptive statistics, normalized gain analysis, and paired-sample t-tests. The findings indicate that the developed model achieved a high level of validity, with an average expert validation score of 90%. Teacher and student responses also showed that the model was highly practical, with an average practicality score of 89%. Furthermore, implementation of the model substantially improved students' mathematics learning outcomes, as reflected in high N-gain scores of 0.81 in the small-group trial and 0.75 in the large-group trial. Paired-sample t-tests confirmed significant differences between pretest and posttest scores (p < .05). These findings suggest that integrating discovery learning with digital technology offers a pedagogically sound, student-centered, and conceptually meaningful approach to elementary mathematics instruction.

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