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International Journal of Educational Development and Innovation
Published by Universitas Negeri Makassar
ISSN : 27977528     EISSN : 28079132     DOI : https://dx.doi.org/10.26858/ijedi
Core Subject : Education,
Education
International Journal of Educational Development and Innovation (IJEDI) is a scientific journal published by the Pusat Kerjasama dan Pengembangan Inovasi Pendidikan (PKPIP) Faculty of Education, Universitas Negeri Makassar. International Journal of Educational Development and Innovation (IJEDI) is published twice a year, in March and August. Receive field articles: Innovation Education: Educational Innovation, Educational Psychology, Primary and Secondary Education, Vocational Education, Curriculum Development, Education Administration, Learning Community, Early Childhood Education. Education in Learning: Models of Learning, Curriculum, Learning Innovation, Vocational Education. Educational technology: Learning technology, Media Education, Virtual Education, Educational Software, Digital Technology in Education, Multimedia Learning, E-Learning. We strongly prefer to receive manuscripts via our online submission system. Using this system, authors can upload manuscript files (text, figures, and supplementary information, including video) and check the review process. First, kindly please register as an author, and then log in for paper submission. Please tick “Author” when making a registration
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
 1   2 
Design and Development Based Learning Media Application Using Mobile App Inventor Rini Sefriani; Popi Radyuli; Nurhidayati Nurhidayati; Rina Sepriana
International Journal of Educational Development and Innovation Volume 1 Number 1 August 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v1i1.22162

Abstract

This research and development aims to produce a product in the form of mobile application-based learning media for class X Vocational High School students. This type of research is research and development using a 4-D development model. The instrument used in this study was in the form of a questionnaire distributed to teachers and students as well as experts to test the validator. Based on the analysis, it was obtained that the validator test for this mobile application-based learning media was 90.33%, with a very valid interpretation of the validity level of use. The results of the overall practicality assessment from the practicality test were assessed at 86.77%, so that the level of practicality can be interpreted as very practical to use. The results of the overall assessment of the effectiveness test for the assessment of the effectiveness of 87.29% Reviews its effectiveness so that it can be interpreted very Effectively used. Thus, this learning media is very valid to be used, very practical to use and very effectively used in learning in vocational high schools
Development Of Canva-Based Interactive E-books in Consumer Education Courses in Culinary Arts Study Programs Vina Gabriella Saragih; Aditiya Pratama Daryana; Prima Yudisthira; Amalia Akita
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.83044

Abstract

This study aimed to develop a Canva-based interactive e-book for the Consumer Education course in the Culinary Arts Study Program and to examine its feasibility, practicality, and effectiveness in improving students’ learning outcomes. The research used a Research and Development (R&D) approach with the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants in this study were students of the Culinary Arts Study Program who took the Consumer Education course. Data were collected through validation questionnaires completed by material experts, media experts, and language experts, student response questionnaires, and learning achievement tests in the form of pre-tests and post-tests. The findings showed that the Canva-based interactive e-book had a very high level of feasibility, with scores of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert, all of which were categorized as highly feasible. In terms of practicality, the small-scale trial reached 82.8%, while the large-scale trial reached 89.16%, indicating that the e-book was highly practical for classroom use. The results also revealed a significant improvement in students’ learning outcomes, with the average score increasing from 80.30 in the pre-test to 95.20 in the post-test, and all students achieving mastery learning after the implementation. In conclusion, the developed Canva-based interactive e-book is feasible, practical, and effective as a learning medium for the Consumer Education course in the Culinary Arts Study Program. It also helps improve students’ understanding, engagement, and independent learning.
A Study on The Significant Role Of Stakeholders In Implementing Adip Schemes for Students With Intellectual Disabilities in an Inclusive Classroom Settings Fr. Baiju Thomas
International Journal of Educational Development and Innovation Volume 1 Number 1 August 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v1i1.23575

Abstract

The current research study is explores on the key role of Stakeholders in implementing ADIP (Assistance to Disabled Persons for purchase / Fitting of Aids / Appliances) schemes for students with intellectual disabilities (SwIDs) in an inclusive classroom settings in the Thriuvandathpuram district of Kerala. This scheme is designed to help needy disabled people obtain enduring, complex, and technically built current, standardized aids and appliances in order to facilitate physical, emotional, and psychological rehabilitation of SwIDs while also increasing their growth opportunities. SwIDs are given assistive equipment with the goal of improving their independent living and preventing secondary impairment. The scheme's aids and equipment must be certified in order to be used. The ADIP schemes are the government of India's main program that strives to provide academic aid to disabled persons in order to help them with overall societal, financial, and occupational development. When SwIDs fulfill the required entry criteria, they may be eligible for an ADIP scholarship for living independently. Inclusion promotes for all students, regardless of sex, physical, academic, social, financial, mental, cultural, or other features, to be sought out, welcomed, nurtured, respected, and educated in classrooms. The full inclusion of students with and without special needs into the same classes and schools, make known to everybody to the very same teaching strategies, is known as IE. A total of 32 general educators, 20 special educators and parents 54 were chosen for the present research study. The study makes use descriptive survey method to investigate on the significant role of stakeholders in implementing ADIP schemes for SwIDs. The study sampled 25 schools using a random sampling technique.  The data was analyzed quantitatively, and the findings were tallied using percentage. To improve reliability, the findings were recorded with participants. The findings have a significant effect on the confidence of these stakeholders, but it also challenges the aim of guaranteeing that ADIP schemes are implemented in accordance with the government reforms in inclusive classroom settings in the Thriuvandathpuram district of Kerala.
Effectiveness of a Digital Self-Regulated Learning Model in Hypertension Education Prima Trisna Aji; Tukimin bin Sansuwito; Chua Siew Kuan
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.83069

Abstract

Conventional hypertension education often emphasizes information delivery without systematically fostering learner autonomy and sustained behavioral regulation. This study developed and tested a Digital Self-Regulated Learning (SRL) model designed to transform chronic disease education into a structured, technology-enhanced learning process. A quasi-experimental pretest-posttest control group design was conducted involving adults diagnosed with hypertension. The experimental group received an eight-week SRL-based digital intervention integrating goal setting, strategic planning, self-monitoring, and reflective evaluation, while the control group received conventional education. Validated instruments measured self-regulation competence, hypertension knowledge, and self-management behavior. Independent and paired-sample analyses demonstrated significant improvements in the experimental group across all primary outcomes compared to the control group. Structural Equation Modeling further indicated that hypertension knowledge partially mediated the relationship between self-regulation competence and behavioral adherence. These findings provide empirical evidence that theory-driven digital instructional design enhances learner agency and supports sustainable self-management. The study contributes to educational innovation research by positioning chronic disease education within a structured pedagogical framework rather than a purely informational model.
The Effect of Students Helping Students (SHS) Techniques in Improving Reading Comprehension in the New Normal Era Muhammad Rafiq; Ardiansah Ardiansah
International Journal of Educational Development and Innovation Volume 1 Number 1 August 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v1i1.23576

Abstract

This study aims to determine the effect of the Students Helping Students (SHS) technique in improving students' reading comprehension of English texts in the New Normal Era. This research is a classroom action research in class VIIIA SMPN 3 Pitumpanua Wajo district. The data in this study are class observations, test results, and the results of distributing questionnaires. Class observations were carried out during the implementation of the action, while the tests were the results of the pre-test before the action and the results of the post-test after the action, while the distribution of the questionnaire was to see the students' attitudes towards the application of the SHS technique in learning to read. There are two ways in implementing learning in the new normal era, namely online classes and offline classes by complying with health protocols. During the implementation of the action of implementing SHS in learning, it showed an effect on increasing learning outcomes, increasing student motivation, good group cooperation, increasing vocabulary and increasing students' abilities and courage in expressing opinions. The test results showed that the post-test results were higher than the pre-test results, indicating that there was a significant increase. With the application of this SHS technique, students show their positive attitude which is indicated by responses through a questionnaire. It can be assumed that the application of the SHS technique in learning reading comprehension in junior high school is very effective and has an influence on improving student learning outcomes.
Optimizing Primary School Students’ Numeracy through Mind Mapping as a Cognitive Organizational Tool Abdul Majid; Jonathan S Pasinggi; Syed Kaleem Ullah Shah Bukhari
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.82917

Abstract

This study aims to investigate how the implementation of mind mapping as a cognitive organizational tool can optimize numeracy skills among primary school students. Despite the critical role of numeracy in foundational mathematics, many students struggle to achieve meaningful understanding. This research addresses the need for innovative instructional strategies that enhance conceptual comprehension and retention in elementary mathematics education. A quasi-experimental design was employed with 120 fourth-grade students at SD Negeri 38 Bonto Perak, Pangkep, Indonesia, conducted from October to December 2025. Participants were divided into experimental and control groups. The experimental group received instruction using mind mapping integrated with cognitive organizational strategies, while the control group followed conventional teaching methods. Data were collected using pre- and post-tests measuring numeracy skills, along with classroom observations and student interviews to assess engagement and conceptual understanding. Statistical analysis included paired t-tests and effect size calculations to determine the impact of the intervention. The results indicate that students in the experimental group demonstrated a significant improvement in numeracy skills compared to the control group (mean gain = 18.7 points, p < 0.01). Additionally, students reported higher levels of learning meaningfulness and engagement when using mind mapping as a cognitive organizational tool. The findings suggest that integrating mind mapping into mathematics instruction can enhance numeracy and meaningful learning. However, the study is limited to a specific grade level, school, and region, which may affect generalizability. Future research could explore long-term effects and application across different subjects and educational contexts
Implementing the Contextual Teaching and Learning to Improve Students' Mathematical Connection and Representation Skills Adrina Lony
International Journal of Educational Development and Innovation Volume 1 Number 1 August 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v1i1.21709

Abstract

This study aims to improve students' mathematical connection and representation skills as well as students' learning activities. This study implemented the Contextual Teaching and Learning (CTL) for students in studying the topic of linear programming. The subjects were 36 students of eleventh grade at MAN Binjai consisting of 13 male and 19 female students. The purpose of the observations was to measure students' learning activities and using the tests to measure students' mathematical connection and representation skills, and also questionnaires to measure students' positive responses in learning mathematics. The results showed that there was an increase in students' mathematical connection skills with the mean percentage of 65.63% for Cycle 1 and 87.50% for Cycle 2. There was an increase in students' mathematical representation skills with the mean percentage of 75% for Cycle 1 and 93.75% for Cycle 2, and there was an increase in students' learning activities with the mean percentage of 80.72% for Cycle 1 and 87.86% for Cycle 2. Students who were taught with the aid of CTL approach could increase their learning activities in the good category.
Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba Nigeria Emmanuel Lucas Nwachukwu; Nwamaka Goodness Egbue; Ijeoma VictorNwakaku; Unegbu Lasbrey Ikechukwu
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.83190

Abstract

This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, focusing on availability, developmental implications, and implementation constraints. A descriptive survey design was employed. The population comprised 453 teachers in registered public and private preschools. Using multistage sampling informed by Yamane’s formula (5% margin of error), 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. Results indicate that outdoor play provision is generally inadequate, characterized by limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers agreed that constrained outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were found. The findings highlight a gap between teachers’ recognition of outdoor play’s developmental importance and structural conditions shaping practice, underscoring the need to strengthen facility standards and reinforce play-based pedagogy.
Implementation of Authentic Assessment in Learning the Indonesian Language Rahmawati Rahmawati
International Journal of Educational Development and Innovation Volume 1 Number 1 August 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v1i1.21899

Abstract

Abstract. This study aims to describe the implementation of authentic assessment in learning the Indonesian Language at Senior High School 1 Wonomulyo. The description of the implementation of the authentic assessment includes a description of the authentic assessment model carried out by the Indonesian language teacher. The type of research used is qualitative research with a descriptive qualitative research design. The population and sample in this study were two Indonesian language teachers at Senior Hight School 1 Wonomulyo. The data in this study were obtained through interviews, observations, and document analysis. The data were analyzed using qualitative data analysis techniques through four stages, namely: data collection, data reduction, data presentation, and concluding. The validity of the research data was obtained through the process of data triangulation. The results of the study indicate that the teacher has carried out an authentic assessment in learning the Indonesian Language under the provisions of the curriculum applied by the school. However, the implementation of the assessment is not following what is stated in the lesson plan. The assessment is adjusted to the conditions of the class and the material being taught. In the assessment of attitude competence, the teacher uses observations during the learning process and in various models of learning activities. In the assessment of knowledge competence, the teacher uses a written assessment. Meanwhile, in the assessment of skills competence, the teacher uses performance assessment, peer assessment, and open interviewsKeywords: Implementation of authentic assessment, authentic assessment model, learning Indonesian language
Integrating Health Literacy into Transformative Pedagogy: An Innovation Model for Primary School Teachers elinda rizkasari; Prima Trisna Aji
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.83177

Abstract

This study aimed to develop and evaluate the Transformative Health-Pedagogy Model (THPM) by integrating health literacy into transformative pedagogy for primary school teachers. Although transformative instructional approaches and health education have been widely discussed, empirical integration of both domains within a structured innovation model remains limited. A sequential explanatory mixed-method design was employed. The quantitative phase used a quasi-experimental pretest-posttest control group design involving 72 primary school teachers in Central Java, Indonesia. The experimental group participated in an eight-week THPM professional development program, while the control group continued regular instructional practices. Quantitative data were analyzed using paired and independent t-tests with effect size calculation. Results indicated significant improvements in teacher innovation readiness and health-pedagogical integration competence in the experimental group, with large effect sizes. The qualitative phase, conducted through interviews and classroom observations, revealed increased pedagogical awareness, adaptive lesson planning, and contextual embedding of health literacy within instructional practice. The findings suggest that integrating health literacy into transformative pedagogy represents a feasible and effective strategy for strengthening instructional innovation in primary education. The proposed model offers a practical framework for aligning pedagogical reform with preventive health development initiatives.

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