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Muhammad Takwin Machmud
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International Journal of Educational Practice and Policy
Published by PT. Global Research Collaboration
ISSN : 2988487X     EISSN : 29886716     DOI : https://doi.org/10.66314/ijepp
Core Subject : Education, Social,
Education Social Sciences
International Journal of Educational Practice and Policy (IJEPP) is an interdisciplinary journal that publishes innovative educational research and writing from scholars throughout the world. IJEPP aims to offer a place for researchers to exchange information, principles, and expertise in the area of education. The journal covers a wide range of topics such as Educational evaluation, curriculum design, educational philosophies, educational technology, educational administration, educational policy, community education, and other areas related to educational practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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AI-Supported Collaborative and Reflective Biology Learning: A Needs Assessment in Teacher Education Sri Wahyuni; Muhiddin Palennari; Andi Asmawati Azis; Adnan; Ismail Ismail
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.818

Abstract

Artificial intelligence creates new opportunities to transform biology teacher education; however, its pedagogical integration must be grounded in students’ actual learning needs. This study examined biology education students’ needs for AI-supported collaborative and reflective biology learning as a preliminary foundation for developing a pedagogical model. A quantitative descriptive survey was conducted with 290 biology education students from higher education institutions in South Sulawesi, Indonesia. Data were collected using a 29-item questionnaire covering five constructs: social-emotional learning, metacognitive awareness, self-regulated learning, reflective thinking, and collaborative-interactive biology learning context. The data were analyzed using descriptive statistics, reliability analysis, convergent validity indices, and inter-construct correlations. The findings showed that all constructs were categorized as high, with mean scores ranging from 3.628 to 3.738 and percentage scores ranging from 72.570% to 74.760%. Reflective thinking obtained the highest mean score (M = 3.738; 74.760%), followed by metacognitive awareness (M = 3.712; 74.240%), indicating the importance of reflective and metacognitive scaffolding in AI-supported biology learning. The questionnaire demonstrated acceptable measurement quality, with standardized loadings of 0.621–0.907, Cronbach’s Alpha values of 0.800–0.938, Composite Reliability values of 0.871–0.951, and AVE values of 0.632–0.765. Strong positive inter-construct correlations (0.804–0.903) suggest that students’ learning needs are closely interconnected. This study positions AI as a pedagogical scaffold for reflective, collaborative, metacognitive, and self-regulated learning rather than merely as a technology-driven intervention.
Quality in Transition: the MBKM’s Effects on Teacher Education and Other Education-Related Programs Faridah; Sriwidayani Syam; Irmawati
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.843

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) policy was introduced to promote cross-disciplinary learning and enhance student competencies through experiential activities. While progressive in intent, its effect on educational quality, particularly in teacher education and related programs, remains contested. This qualitative case study critically examines the implementation of MBKM in teacher education, educational technology, non-formal education, and educational administration programs. Data were collected from the program head through in-depth interviews and analysis of relevant documents. The findings reveal that while MBKM provides expanded opportunities for student learning and skill development, its implementation often leads to fragmented learning experiences, misalignment between field activities and program learning outcomes, and challenges in maintaining core professional competencies. In teacher education, concerns center on the diminished coherence between theoretical foundations and practical placements, as well as the risk of weakening core teacher competencies resulting from insufficient integration of curricula and mentoring. Study programs often have limited involvement in MBKM management, resulting in inconsistent credit recognition and misalignment with intended learning outcomes. The results call for greater involvement of study programs in the design, supervision, and assessment of MBKM activities to ensure alignment with core competencies and preserve the integrity of professional preparation.
Project-Based Deep Learning in Distance Education: Bridging Theory and Practice through a Systematic Literature Review Amalia Sapriati; Maya Puspitasari; Fitria Amastini; Monika Handayani
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.805

Abstract

Project-Based Deep Learning (PjBDL) is an educational methodology that integrates the Deep Learning (DL) approach with Project-Based Learning (PjBL) principles. This systematic literature review seeks to offer a thorough examination of the theoretical underpinnings, instructional models, and practical implementations of PjBL within the field of deep learning and open and distance education (ODE). This review analysed 37 peer-reviewed articles retrieved from three reputable journal databases to assess their application across many sectors and regions worldwide, thereby underpinning PjBDL. The results indicated that the methodology holds significant potential for enhancing comprehensive student learning in both face-to-face and blended educational environments. Specifically, the review identified three principal themes: (1) PjBL is grounded in constructivist, experiential, and authentic learning theories and operationalised through instructional-design models such as ASSURE, Kemp’s model, SEIE, and POPBL; (2) deep learning is expressed across four interrelated dimensions—self-regulation, metacognition, conceptual understanding, and reflective learning; and (3) effective adaptation to ODE depends on technology-enhanced platforms as structural enablers, intentionally scaffolded instructional design, and the management of persistent barriers, namely technological readiness, instructor workload, process-level assessment, and digital inequality. Despite the insufficient research on fully online and distance learning, the pedagogical methodologies and frameworks examined in this review are beneficial for transforming PjBDL in terms of student autonomy, digital readiness, instructional design, and evaluation. This paper provides evidence-based techniques and practical recommendations for implementing PjBDL in remote educational institutions.
Effectiveness of Using Digital-Based Interactive Media in Improving Fifth Grade Elementary School Students' English-Speaking Skills Rizqy Amelia Ramadhaniyah Ahmad; Muhamad Alfi Khoiruman; Uslan Uslan
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.855

Abstract

This study investigates the effectiveness of digital-based interactive media in improving English-speaking skills among fifth-grade elementary school students. Previous studies have widely discussed the use of digital media in language learning; however, limited research has specifically examined its impact on elementary-level speaking skills through experimental approaches focusing on pronunciation, fluency, vocabulary, and confidence simultaneously. In addition, many earlier studies emphasized secondary or higher education contexts, leaving a research gap regarding the effectiveness of interactive digital tools for young learners in elementary schools. To address this gap, the present study employed a quasi-experimental design involving 60 fifth-grade students divided into an experimental group and a control group. The experimental group received instruction using digital-based interactive media, while the control group was taught using conventional teaching methods. Data were collected through pre-test and post-test assessments. The findings revealed a substantial improvement in the experimental group, with the mean score increasing from 62.4 to 81.7, while the control group improved from 63.1 to 70.5. An independent samples t-test showed a statistically significant difference between the two groups (p < 0.05). The results indicate that digital-based interactive media significantly enhance students’ speaking performance, engagement, and motivation. This study contributes to the growing body of literature by providing empirical evidence on the effectiveness of interactive digital learning tools for improving English-speaking skills among elementary school learners.
The Impact of a Deep Learning Approach on Students’ Science Process Skills and Learning Outcomes in Biology Alexander Lado Wungubelen; Nurhayati B.; Ismail Ismail; Firdaus Daud; Alimuddin Ali
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.881

Abstract

Despite the growing emphasis on student-centered learning in science education, many biology classrooms continue to rely on teacher-centered instruction, resulting in limited development of students’ science process skills and learning outcomes. This study aimed to investigate the effect of the Deep Learning approach on science process skills and biology learning outcomes among Grade XI students at SMA Negeri 1 Adonara Barat. A quasi-experimental study employing a nonequivalent control group design was conducted with 70 students selected through purposive sampling. Thirty-five students were assigned to the experimental group and 35 students to the control group. Data were collected using a science process skills essay test and a biology achievement multiple-choice test and were analyzed using descriptive and inferential statistics. The results showed that students taught through the Deep Learning approach achieved higher science process skills than those receiving conventional instruction, as reflected by a high N-gain score (0.70), 89% classical mastery, and a significant difference between groups (p = 0.001). The experimental group also demonstrated superior biology learning outcomes with an N-gain score of 0.65, 83% classical mastery, and a significant difference compared with the control group (p = 0.000). These findings suggest that meaningful, mindful, and joyful learning experiences enhance scientific inquiry skills and conceptual understanding. Furthermore, improvements in science process skills were accompanied by better academic achievement, indicating a close relationship between scientific practices and learning outcomes. Therefore, the Deep Learning approach is an effective pedagogical strategy for improving both science process skills and biology learning outcomes in secondary education.
Validity and Reliability of a Research Instrument on the Learning Outcome of Automotive Engineering Ranu Iskandar; Putri Khoirin Nashiroh
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.890

Abstract

Before use, research instruments must be proven valid and have an estimate of their reliability, so instruments can measure what they are intended to measure and be used at different times. The objectives of this study are (1) to prove the validity of the questionnaire instrument for the Learning Outcomes of SMK Automotive Engineering Students and (2) to estimate the reliability of the questionnaire instrument for the Learning Outcomes of SMK Automotive. The study employed a descriptive quantitative design. The instrument was reviewed by eight expert judges and piloted with 30 vocational high school students. Validity was assessed using the Content Validity Index (CVI), Content Validity Ratio (CVR), average variance extracted/discriminant evidence, and outer loading, while reliability was examined through percent agreement and Cronbach’s alpha. The findings showed very strong content validity, with I-CVI values ranging from 0.875 to 1.000, CVR values from 0.80 to 1.00, S-CVI/ave of 0.988, and AVE > 0.50. All outer loadings ranged from 0.795 to 0.914. All constructs met the Fornell–Larcker criterion, percent agreement reached 100%, and Cronbach’s alpha ranged from 0.868 to 0.892. These results indicate that the instrument is valid, reliable, and appropriate for further research on determinants of automotive learning outcomes.
The Influence of School Climate on Student Engagement Through the Mediating Role of Growth Mindset Among Vocational High School Students Mutiara Wardhani; Rahmi Lubis; Yudistira Fauzy Indrawan
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.899

Abstract

This study aims to examine the effect of school climate on student engagement with growth mindset as a mediating variable among vocational high school students. The research employed a quantitative explanatory design involving 220 students selected from a population of 492 using proportionate stratified random sampling. Data were collected using validated Likert-scale instruments, including the Student Engagement Scale (α = 0.927), School Climate Scale (PACE-33), and Growth Mindset Scale (α = 0.793), and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The results showed that all constructs met validity and reliability criteria (AVE > 0.50; CR and CA > 0.70), and the model showed good fit (SRMR = 0.055). Hypothesis testing revealed that school climate significantly affects student engagement (β = 0.162; t = 4.569; p < 0.05) and growth mindset (β = 0.190; t = 7.661; p < 0.05), while growth mindset significantly influences student engagement (β = 0.195; t = 8.520; p < 0.05). Additionally, growth mindset was found to partially mediate the relationship between school climate and student engagement, with a stronger indirect effect (β = 0.312; p < 0.05) compared to the direct effect. The model explains 55% of the variance in growth mindset and 61% in student engagement, indicating moderate to strong predictive power. These findings show that both environmental and psychological factors play a role in enhancing student engagement.

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