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Muh. Fahrurrozi
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Jalan Raya Pendidikan Dames, Dames Damai Kecamatan Suralaga Kabupaten Lombok Timur Nusa Tenggara Barat Indonesia
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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 75 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 Irwan, Mulyadi; Badarudin, Badarudin; Subhani , Armin
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): 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 Mardianti, Yuli; Nuraini, Nuraini; Khairul Wazni , Muhammad
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): 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 Wardatul Uyun, Nengah; Padlurrahman, Padlurrahman; Khairul Wazni , Muhammad
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): 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; Fahrurrozi, Muh.; Nursaly, Baiq Rismarini
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): 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 Wahyuningsih, Tuti; Fahrurrozi, Muh.; Badarudin, Badarudin; Aulia, Syarifah
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): 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.

Page 8 of 8 | Total Record : 75

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