cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Heri Isnaini
Contact Email
garuda@apji.org
Phone
+6285885852706
Journal Mail Official
international@aspirasi.or.id
Editorial Address
Perum Cluster G11 Nomor 17 Jl. Plamongan Indah, Kadungwringin, Pedurungan, Semarang, Provinsi Jawa Tengah, 50195
Location
Kota semarang,
Jawa tengah
INDONESIA
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 73 Documents
 4   5   6   7   8 
The Effect of the Use of Project Based Learning (PjBL) Learning Model on the Creativity and Metacognition of Class X Students on Ecoprinting Materials of the Green Chemistry Concept Noor Hiqmah; Sri Handayani
International Journal of Educational Development Vol. 3 No. 3 (2026): July : 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.v3i3.487

Abstract

This study aimed to analyze the effect of implementing the Project-Based Learning (PjBL) model through ecoprinting activities on the metacognitive skills and creativity of tenth-grade students in learning green chemistry. A quasi-experimental method with a nonequivalent pretest-posttest control group design was employed. The sample consisted of 72 tenth-grade students from SMA Negeri 4 Tarakan, divided into an experimental group (Class X-2, n = 36), which received PjBL through ecoprinting activities, and a control group (Class X-8, n = 36), which received Inquiry-based learning. Data were collected using pretest and posttest instruments to measure metacognitive skills and observation sheets to assess students’ creativity during the learning process. Descriptive analysis indicated that the experimental group achieved higher mean scores in both metacognitive skills and creativity than the control group. The Independent Samples t-test revealed that PjBL through ecoprinting activities significantly improved students’ metacognitive skills (p < 0.001) and creativity (p < 0.001). In addition, MANOVA results showed a significant simultaneous difference between the two groups across both dependent variables (Hotelling’s Trace, p < 0.001). These findings demonstrate that PjBL integrated with ecoprinting is an effective, contextual, and student-centered instructional approach for enhancing metacognitive skills and creativity in green chemistry learning.
Utilizing Semantic Mapping Strategy to Improve the Reading Comprehension of the Eleventh-Grade Students of SMA Negeri 1 Malinau Linda Parabak Mangori; Margana Margana
International Journal of Educational Development Vol. 3 No. 3 (2026): July : 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.v3i3.488

Abstract

The objectives of this study were: (1) to describe how the implementation of Semantic Mapping Strategy improves the reading comprehension of eleventh graders at SMA Negeri 1 Malinau, and (2) to determine the extent to which the implementation of Semantic Mapping Strategy improves students’ reading comprehension. This study employed Classroom Action Research (CAR) by adapting the procedures proposed by Kemmis and McTaggart, which include planning, action, observation, and reflection. The participants of this research were eleventh-grade students, with a total of 20 students selected purposively based on preliminary observation indicating that they experienced difficulties in comprehending narrative texts. The research was conducted in two cycles, and the data were collected through reading comprehension tests, observation sheets and interview. The data were analyzed using descriptive quantitative. The findings revealed that the implementation of the Semantic Mapping Strategy was effective in improving students’ reading comprehension of narrative texts. Based on the qualitative data, the strategy created a more interactive, student-centered, and meaningful learning environment, which increased students’ participation, motivation, and confidence during the learning process. Meanwhile, the quantitative data showed a significant improvement in students’ reading comprehension scores, as evidenced by the increase from the pre-test score of 56.75 to the post-test score of 91.5, with all students achieving the minimum mastery criterion (KKTP) in the post-test. In conclusion, the results of this study indicate that the implementation of the Semantic Mapping Strategy is effective in improving students’ reading comprehension of narrative texts at the eleventh grade of the senior high school.
Improving Students' Vocabulary Mastery Through Digital Mind Mapping for Twelfth-Grade Students of SMA Negeri 1 Tanjung Palas Mariana Mariana; Ari Purnawan
International Journal of Educational Development Vol. 3 No. 3 (2026): July : 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.v3i3.489

Abstract

This classroom action research investigated the use of digital mind mapping through the Miro platform to enhance vocabulary mastery and classroom participation among twelfth-grade students at SMA Negeri 1 Tanjung Palas. The study was motivated by preliminary evidence showing students’ reliance on direct translation, difficulty in retaining words, and hesitation in contextual usage. Conducted in two cycles of planning, action, observation, and reflection, the research involved 31 students of Class XII B. Data were collected through vocabulary tests, classroom observations, and semi-structured interviews, then analyzed both quantitatively and qualitatively. Results indicated gradual improvement in vocabulary mastery and learning processes. The class mean score increased from 42.26 in the pre-test to 68.63 after Cycle 1 and 77.66 after Cycle 2, with 77.42% of students achieving the Learning Objective Achievement Criteria (KKTP) of 75.00. The mean N-Gain of 0.61 reflected moderate improvement. Observational data revealed a shift from passive translation-based learning to active vocabulary organization using branches, colors, images, and contextual examples. Technical challenges in Cycle 1 were mitigated in Cycle 2 through structured templates and teacher scaffolding, resulting in more confident collaboration and contextualized sentence production. These findings suggest that digital mind mapping, when supported by equitable access and teacher guidance, can effectively improve vocabulary learning and reduce classroom anxiety.

Page 8 of 8 | Total Record : 73

 4   5   6   7   8 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2026): July : International Journal of Educational Development Vol. 3 No. 2 (2026): April: International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development Vol. 2 No. 4 (2025): International Journal of Educational Development Vol. 2 No. 3 (2025): July: International Journal of Educational Development Vol. 2 No. 2 (2025): April : International Journal of Educational Development Vol. 2 No. 1 (2025): International Journal of Educational Development Vol. 1 No. 4 (2024): October : International Journal of Educational Development Vol. 1 No. 3 (2024): July : International Journal of Educational Development Vol. 1 No. 2 (2024): April : International Journal of Educational Development Vol. 1 No. 1 (2024): January : International Journal of Educational Development More Issue