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International Journal of Educational Development
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30471893     EISSN : 30468159     DOI : 10.61132
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences
his a journal intended for the publication of scientific articles published by Asosiasi Periset Bahasa Sastra Indonesia The fields of study in this journal include the sub-groups of Social Science Education, Language and Literature, Sports and Health, Mathematics and MIPA, Technology and Vocational Studies, Education and Arts
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Workshop on in-Depth Learning and 3D-Based Learning Media for Teachers and Students at UPTD SD Negeri 155684 Lubuk Tukko 1 Susanti Maysura; Suryani Pulungan; Sabarita Br Tarigan; Anita Adinda
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.434

Abstract

The development of digital technology and the demands of 21st-century learning require teachers to implement meaningful and student-centered learning through an immersive learning approach. However, many elementary school teachers still face limitations in understanding the concept of immersive learning and utilizing technology-based learning media, especially three-dimensional (3D) and Artificial Intelligence (AI)-based media. Therefore, this Field Study activity aims to improve the knowledge and skills of teachers and students in implementing immersive learning through the use of 3D-based learning media and AI technology at the UPTD of SD Negeri 155684 Lubuk Tukko 1, Pandan District. The activity was implemented through a four-day workshop involving teachers and students, using an approach of socialization, demonstrations, hands-on practice, discussion, and reflection. The workshop materials covered the concept of immersive learning, the use of 3D-based learning media, gamification of learning through 3D Media applications, and the use of Artificial Intelligence in developing teaching materials and learning media. Evaluation of the activity was conducted through pre- and post-tests, participant observation, and analysis of the resulting learning products. .The results of the activity showed an increase in teachers' understanding and skills in designing and implementing technology-based immersive learning. Teachers were able to produce interactive learning media, teaching modules, and evaluation questions using 3D media, 3D media, and AI. Furthermore, this activity also increased teachers' motivation, creativity, and awareness of the importance of digital literacy in learning. This Field Study activity made a positive contribution to improving teacher competency and supporting the creation of more innovative, interactive, and relevant learning that reflects the characteristics of 21st-century learners.
The Influence of Teacher Attitude, Self-Efficacy, and Teaching Creativity on Student Motivation in Economics Social Studies at SMP Negeri 9 Marusu Hasnawi Hasnawi; Elpisah Elpisah; Syarifuddin Syarifuddin; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Development Vol. 2 No. 4 (2025): International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v2i4.444

Abstract

This study aims to: (1) determine the influence of teacher Self Efficacy on students’ learning motivation in Economics Social Studies; (2) determine the influence of teachers’ teaching creativity on students’ learning motivation; (3) determine the influence of teacher attitudes on students’ learning motivation; (4) analyze the simultaneous influence of teacher Self Efficacy, teaching creativity, and teacher attitudes on students’ learning motivation; and (5) identify the most dominant variable affecting students’ learning motivation at SMP Negeri 9 Marusu, Maros Regency. The research was conducted from September to November 2025 using an associative quantitative approach with an ex-post facto design. The sample consisted of 155 students selected through proportional random sampling. The research instrument was a Likert-scale questionnaire that had passed validity and reliability testing. Data were analyzed using classical assumption tests and multiple linear regression with the help of SPSS. The results of the study indicate that: (1) teacher Self Efficacy has a significant partial effect on students’ learning motivation (t = 3.606, Sig. = 0.000), but becomes insignificant in the simultaneous model (t = –0.531, Sig. = 0.596); (2) teaching creativity has a positive and significant partial effect (t = 5.852, Sig. = 0.000); (3) teacher attitudes have a positive and significant effect (t = 8.008, Sig. = 0.000) and are the most dominant variable, as shown by the highest regression coefficient (B = 1.456; Beta = 0.916); (4) simultaneously, teacher Self Efficacy, teaching creativity, and teacher attitudes significantly influence students’ learning motivation (F = 38.854, Sig. = 0.000); and (5) teacher attitudes are the most dominant predictor, as indicated by B = 1.456 and Beta = 0.916. This means that the more positive the teacher's attitude, the higher the students' learning motivation.
Effects of Fun Thinkers Book Media on Fourth-Grade Stu-dents’ Critical Thinking and Creativity in IPAS Learning Sri Wahyuni; Rahmawati Rahmawati; Nurdin Nurdin
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.451

Abstract

This study aims to determine the effect of using the Fun Thinkers Book learning media on critical thinking skills and learning creativity in IPAS among fourth-grade students of SDI Bontobu’ne, Bajeng District, Gowa Regency. This study employed a quantitative approach with a quasi-experimental design using the One Group Pretest–Posttest Design. The research subjects consisted of 21 fourth-grade students selected through purposive sampling. Data were collected using critical thinking tests, learning creativity questionnaires, and student activity observation sheets. Data analysis was conducted using descriptive and inferential statistics with SPSS version 27, including normality tests, homogeneity tests, t-tests, simple linear regression, and MANOVA tests.The results indicate an improvement in students’ critical thinking skills and learning creativity after the implementation of the Fun Thinkers Book learning media. The t-test results show a significance value less than 0.05, indicating a significant effect of the Fun Thinkers Book on students’ critical thinking skills and learning creativity. Furthermore, the MANOVA results reveal that the use of the Fun Thinkers Book has a simultaneous effect on both critical thinking skills and learning creativity in IPAS. Therefore, the Fun Thinkers Book learning media is effective for enhancing critical thinking skills and learning creativity among elementary school students..
The Influence of Design Thinking in Entrepreneurship Programs on Entrepreneurial Spirit and Independence of Fifth-Grade Elementary School Students Sri Hardyanti Puspita Sary; Elpisah Elpisah; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.453

Abstract

This study aims to: (1) examine the effect of an entrepreneurship program using a Design thinking approach on the entrepreneurial spirit of Grade V students at UPT SPF SD Inpres Baraya 1, Makassar City, and (2) examine the effect of an entrepreneurship program using a Design thinking approach on student independence of Grade V students at UPT SPF SD Inpres Baraya 1, Makassar City. This research employed a quantitative approach with a quasi-experimental method using a Non-Equivalent Control Group Design. The research subjects consisted of two groups: an experimental group that received an entrepreneurship program based on Design thinking and a control group that did not receive the treatment. Data were collected using questionnaires measuring students’ entrepreneurial spirit and independence, supported by documentation. Data analysis was conducted using descriptive statistics, classical assumption tests, and hypothesis testing through an independent samples t-test. The results indicate that the entrepreneurship program using a design thinking approach had a significant positive effect on students’ entrepreneurial spirit and independence. The independent samples t-test revealed that the program significantly improved students’ entrepreneurial spirit (p = 0.002 < 0.05) compared to the control group. Likewise, a very significant effect was found on student independence, with a significance value of p = 0.001 < 0.05. These findings confirm that the application of a design thinking–based entrepreneurship program effectively enhances key entrepreneurial attributes, including creativity, initiative, responsibility, and independence among fifth-grade elementary school students.
Effect of Flipped Classroom on Improving Independence and Learning Achievement in Social Studies in Junior High School Madiana Madiana; Elpisah Elpisah; Devilla, Rego; Suarlin Suarlin
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.462

Abstract

This study investigates (1) the impact of the Flipped Classroom model on students’ learning independence in Social Studies, (2) its effect on Social Studies achievement, and (3) its simultaneous influence on both variables among Grade VIII students at SMPN 10 Satap Liukang Tangaya. A quantitative approach was applied using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample comprised 33 students, with 17 assigned to the experimental class and 16 to the control class. Data collection instruments included a learning independence questionnaire, Social Studies achievement tests, observation sheets, and documentation. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired samples t-tests, independent samples t-tests, and MANOVA using SPSS. The findings reveal that the Flipped Classroom model significantly enhances students’ learning independence, as evidenced by independent samples t-test results (Sig. < 0.05). It also significantly improves Social Studies learning outcomes, indicated by higher posttest scores in the experimental class compared to the control class (Sig. < 0.05). Furthermore, MANOVA results confirm a significant simultaneous effect on both learning independence and achievement (Sig. < 0.05). These results demonstrate that the Flipped Classroom model effectively improves the overall quality of Social Studies instruction for Grade VIII students.
Designing A Web-Based E-Module for Empowering Tenth-Grade Students' Writing Skills on Descriptive Text Marsya Nanda Dian Agustina; Miza Rahmatika Aini; Hesty Puspitasari
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.463

Abstract

The study titled “Designing a Web-Based E-Module for Empowering Tenth-Grade Students’ Writing Skills in Descriptive Text” aims to develop a digital learning medium to improve students’ descriptive writing abilities. The research applies a Design and Development (D&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, supported by a descriptive quantitative method. The study addresses limitations of traditional, teacher-centered instruction that relies heavily on printed materials by integrating technology into the learning process. The research begins with an analysis of existing teaching practices and learning resources for descriptive text writing. Based on this analysis, a web-based e-module is designed to provide a more interactive and engaging learning experience. The module includes structured materials such as definitions, purposes, text structures, language features, examples, and practice exercises. The e-module is then implemented in a tenth-grade classroom setting, followed by an evaluation of its effectiveness using quantitative data. The results indicate that the web-based e-module effectively improves students’ descriptive writing skills. Interactive features, including multimedia content, self-paced activities, and immediate feedback, enhance students’ motivation and active participation. Teachers and students report positive perceptions regarding the practicality, accessibility, and usefulness of the e-module. Pre-test and post-test results also show a clear improvement in students’ writing performance. Overall, the study concludes that web-based e-modules are a promising instructional medium for enhancing writing skills and supporting student-centered, technology-integrated English language learning.
A Comprehensive Analysis of Multilingualism, Typology, and Language Dynamics in Contemporary Indonesia Nurasia Natsir; Kamsinah Kamsinah
International Journal of Educational Development Vol. 3 No. 2 (2026): April: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i2.471

Abstract

Indonesia represents one of the world's most complex and dynamic linguistic ecosystems, harboring over 700 regional languages alongside the national language (Bahasa Indonesia) and Indonesian Sign Language (BISINDO). This synthesis study provides comprehensive analysis of the Indonesian linguistic landscape, integrating findings from five complementary large-scale investigations conducted 2020–2024: code-switching patterns in digital communication; typological uniqueness of Indonesia's tenseless temporal system; linguistic complexity of BISINDO and barriers to deaf inclusion; sociolinguistic stratification through first-person pronoun variation; and critical endangerment of regional languages. The synthesis employed integrative methodology encompassing 3,550 total participants, 20,000+ linguistic tokens, 18 months of ethnographic fieldwork, and analysis of 150 languages and 25 revitalization programs. Synthesis reveals five interconnected dynamics: (1) centripetal standardization through education, urbanization, and media; (2) centrifugal diversification through identity construction and social stratification; (3) typological persistence maintaining Indonesian distinctiveness despite contact; (4) parallel endangerment affecting regional languages and BISINDO; and (5) ideology-driven change linking language choice to modernity and prestige. These dynamics produce dynamic tension between homogenization and diversification. Indonesia's linguistic future depends on whether policies can balance national unity through Indonesian and linguistic diversity through regional language and BISINDO protection.
The Unique Temporal System in Austronesian Languages: Tenselessness, Aspect, and Temporal Reference in Indonesian Nurasia Natsir; Aisyah Aulia Putri
International Journal of Educational Development Vol. 3 No. 2 (2026): April: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i2.472

Abstract

Unlike Indo-European languages, Indonesian (Bahasa Indonesia) and most other Austronesian languages lack grammatical tense marking, presenting a fundamental typological difference with significant implications for linguistic theory and second language acquisition. This study investigates how Indonesian expresses temporal reference without grammatical tense, comparing it with tensed languages, and exploring the cognitive and typological implications of tenselessness. We employed a mixed-methods approach combining: corpus analysis of 5,000 Indonesian sentences; comparative linguistic analysis with English and Mandarin Chinese; psycholinguistic experiments with 200 native Indonesian speakers; and a cross-linguistic survey of 15 Austronesian languages. Results revealed that Indonesian expresses temporality primarily through lexical temporal markers (sudah, sedang, akan) in 68.3% of contexts, temporal adverbials (82.1%), and contextual inference (34.5%). Psycholinguistic experiments showed no processing disadvantage for Indonesian speakers in temporal reasoning tasks compared to English speakers. Cross-linguistic analysis confirmed that 86.7% of surveyed Austronesian languages lack grammatical tense, suggesting tenselessness represents a stable inherited feature of the family. Indonesian's tenseless system represents not a linguistic deficit but an alternative, equally sophisticated means of temporal expression. These findings challenge universal claims about tense as a necessary grammatical category and have significant implications for linguistictypology, second language pedagogy, and theories of universal grammar.
Implementation of the Pancasila Student Profile Strengthening Project in Shaping Student Character at SD Negeri 160 Palembang Ahmat Kadafi; Meilia Rosani; Djunaidi Djunaidi
International Journal of Educational Development Vol. 3 No. 2 (2026): April: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i2.473

Abstract

This research aims to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) in shaping student character at SD Negeri 160 Palembang. As a core component of the Independent Curriculum (Kurikulum Merdeka), P5 is designed to reinforce the fundamental values of Pancasila in students.This study employs a qualitative case study method. Data were collected through direct observation, in-depth interviews, and documentation involving the principal, vice-principal of curriculum, classroom teachers, students, and parents. The results indicate that P5 implementation is carried out through three systematic stages: planning (team formation and theme selection), execution (applying experiential learning that encourages collaboration), and assessment. The three primary values emphasized are faith and morality, respecting differences, and togetherness. Despite challenges such as time constraints, synchronization of materials across subjects, and the need for teacher training, the study concludes that P5 is an effective instrument for character education. To optimize results, it is recommended to enhance program monitoring and align the conceptual understanding of P5 among educators. Overall, SD Negeri 160 Palembang has demonstrated a serious commitment to integrating P5 as a means of positive character building.
The Effect of the Use of Direct Instruction, Inquiry Learning, and Project Base Learning Learning Models on the Character Value of Discipline of Students in Special Sports Class at SMA Muhammadiyah Wonosobo Ahmad Wafi Abdulquddus1; Erwin Setyo Kriswanto2
International Journal of Educational Development Vol. 3 No. 2 (2026): April: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i2.475

Abstract

This study aims to (1) identify the effect of using the Direct Instruction learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo, (2) identify the effect of using the Inquiry Learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo, (3) identify the effect of using the Project-Based Learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo, and (4) determine the most effective learning model among Direct Instruction, Inquiry Learning, and Project-Based Learning in improving the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo. This research is an experimental study using a quantitative method with a pre-experimental design, namely the one-group pretest–posttest design. In this design, a single group is given a pretest (O), followed by a treatment (X), and then a posttest. The effect of the treatment can be identified more accurately by comparing the pretest and posttest scores. The stages of the One-Group Pretest–Posttest Design include determining the sample, conducting a pretest to measure students’ initial conditions, administering the treatment, and finally conducting a posttest to identify the results of the treatment. The results of the analysis indicate that all three learning models have a positive effect on improving students’ discipline. The improvement is reflected in the overall mean score, which increased from 114.03 (pretest) to 117.99 (posttest). The improvement scores for each learning model are as follows: Direct Instruction showed a 4% increase by improving compliance through structured learning; Inquiry Learning encouraged independence and self-control through discovery processes with a 3% increase; while Project-Based Learning resulted in a 4% increase in discipline. Thus, it can be concluded that all learning models contribute to the development of discipline character values. These findings provide practical implications for physical education teachers in selecting character-based learning models that are more appropriate.

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