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Ilham Bakhtiar
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Jalan Tamalate 1 Kampus FIP Tidung UNM, LT II Gedung Fakultas Ruang 206 Kec. Rappocini Kota Makassar. Prop. Sulawesi Selatan, Indonesia Email: ijedi@unm.ac.id
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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 16 Documents
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Analysis of Online Learning Problems on Character Education of Students Arnaz Anggoro Saputro; Nurhasan Nurhasan; Abdul Rachman Syan Tuasikal
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.v1i1.21242

Abstract

Character education is a manifestation of reaching a generation that is smart and capable of having useful morals and personalities for the Indonesian nation. The success of education is seen from how big their character is when they can balance their cognitive, affective and psychomotor to become the perfect human being. In 2020 there has been a Covid - 19 pandemic which has caused everything to change, learning carried out in schools has changed according to government regulations carried out at home online or learning remotely. The research that is currently being carried out is descriptive qualitative with literature studies that attempt to provide an overview of the solutions to online learning problems to character education for students in junior high schools. This manuscript presents online learning problems, the impact of online learning on character education of students, solutions and problem solving. This research uses literature study / literature study, by examining several research results, articles, ebooks and case studies that occur in the field.
Enhancing Undergraduate Writing Skill through the AWS Program: A Genre-Based Approach Inspired by Swales’ Cars Model Moh Hafidurrahman; Shariar Hasan; Shahibul Muttaqien Al-Mandury
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.84766

Abstract

This study examines the extent to which the Academic Writing Skill (AWS) program improves undergrads’ writing proficiency via a genre-based methodology adapted from John Swales’ CARS (Create A Research Space) model. The program, which rooted itself in Swales’ Genre Analysis, was created to explicitly teach rhetorical patterns typically present in academic texts and specifically those involved with writing successful research article introductions. This research was using a pre-experimental one-group pre-test and post-test design complemented by qualitative analysis. The writing of the students was evaluated before and after an intervention through a rubric focusing on organization, rhetorical structure, coherence, vocabulary and academic style. The results show that students are writing much better since the adoption of AWS. The majority of participants showed notable improvements in the ability to organize ideas according to genre conventions, articulate research gaps, and build academically fitting introductions. Results also indicate that explicit guidance, centred around Swales (1990)’s CARS model, shapes students’ understanding not only of what to write, but why it is written as it is in academic discourse. The findings demonstrate genre-based pedagogy as an effective model and a potential solution for improving academic writing competence in Islamic higher education settings. The AWS program moves Swales’ theoretical framework into the practical classroom, offering an actionable model for fostering students’ scholarly writing performance.
Disclosure over Detection in AI-Assisted Academic Writing Sean Jernard Parker
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.83716

Abstract

Generative artificial intelligence has changed academic writing by creating new uncertainty about authorship, assistance, assessment,and integrity. Many institutional responses rely on prohibition or detection, yet these approaches often occur after students have already acted without clear guidance. This conceptual paper proposes the Academic Integrity Disclosure Framework (AIDF), a values-based model for governing AI-assisted writing through transparency rather than surveillance. The framework was developed through a literature-informed synthesis of academic integrity scholarship, current research on generative AI in higher education, and the values of honesty, trust, fairness, respect, responsibility, and courage. The analysis shows that AI use exists on a continuum, that detection tools cannot adequately explain student intent or context, and that disclosure can better support ethical judgment before assessment occurs. AIDF organizes responsibility across expectation-setting, student disclosure, faculty interpretation, and institutional alignment. The paper concludes that disclosure-based integrity practices can help institutions protect learning outcomes while supporting fair, transparent, and educative responses to AI-assisted writing.
Development and Validation of a Five-Tier Diagnostic Test for Identifying High School Students' Misconceptions in Static Fluid Concepts Muhammad Roihan Ilham; Handjoko Permana; Vina Bekti Utami
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.88723

Abstract

This study developed a valid and feasible five-tier diagnostic test for identifying high school students’ misconceptions in static fluids. Conventional assessment instruments often have difficulty distinguishing conceptual errors from answers produced through random guessing. The study adopted a Research and Development (R&D) approach using the 4D model, which was limited to the define, design, and develop stages because of time constraints. A total of 63 eleventh-grade students were selected through convenience sampling, including 28 students for empirical testing and 35 students for instrument implementation. Expert appraisal resulted in a very high level of content validity, as indicated by an Aiken’s V coefficient of 0.956, while the physics teacher assessment produced a feasibility score of 89.06%, confirming that the instrument was highly suitable for classroom use. The empirical test retained 28 valid items with very high internal consistency, reflected in a Cronbach’s alpha coefficient of 0.943, and discrimination indices ranging from 0.200 to 0.775. The implementation results showed that Conceptual Understanding was the dominant profile at 46.22%. However, Misconceptions were still identified in 10.91% of the responses, with the highest rate occurring in Archimedes’ principle at 19.34%. Compared with existing four-tier diagnostic tests, the main contribution of this instrument lies in its open-ended fifth tier, which helps minimize lucky-guess responses and provides clearer evidence of students’ physical reasoning. Therefore, the instrument offers a more detailed means of identifying students' cognitive obstacles and provides teachers with a stronger basis for designing targeted remedial instruction.
The Relationship Between a Conducive Learning Environment and Students' Learning Concentration: Evidence from Primary Teacher Education Students Naufal Qadri Syarif; Muhammad Amran; Aman Islami; Abdul Majid
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.87810

Abstract

Sustained learning concentration is essential for academic success in higher education, particularly for pre-service teachers who are expected to develop effective learning management skills. Guided by Attention Restoration Theory (ART) and Self-Determination Theory (SDT), this study examined the relationship between a conducive learning environment and the learning concentration of Primary Teacher Education (PGSD) students at Universitas Negeri Makassar (UNM) Parepare Campus V, Indonesia. A quantitative correlational design was employed. Using Slovin's formula with a 10% margin of error, 81 respondents were selected from a population of 400 students through proportionate stratified random sampling to ensure proportional representation across three academic cohorts. Data were collected using a five-point Likert-scale questionnaire that underwent expert judgment for content validity, Pearson product-moment analysis for construct validity, and reliability testing, yielding a Cronbach's Alpha coefficient of 0.739, indicating acceptable internal consistency. Data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, linearity test, Pearson product-moment correlation, and the coefficient of determination. The findings revealed that both the learning environment (49% high category) and students' learning concentration (44% high category) were generally at good levels. A significant moderate positive relationship was identified between the two variables (r = 0.550, p < 0.001), with the learning environment explaining 30.2% of the variance in learning concentration. These findings support theoretical perspectives emphasizing that supportive physical, social, and psychological learning environments facilitate students' attentional engagement and academic focus. The study contributes to the literature on learning environments in pre-service teacher education and provides practical evidence for higher education administrators to strengthen classroom facilities, foster supportive lecturer-student interactions, and promote psychologically supportive learning environments to enhance students' learning concentration.
Internalization of Historical Awareness Values through the Story of Raden Intan's Struggle in Elementary School/Islamic Elementary School Science Learning Muarafa Nur Afif; Jay-R Liangco; Lutfiah Robiah; Jara Adela Santin; Indah Melani
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.83100

Abstract

This study aims to examine the internalization of historical awareness values through the story of Raden Intan's struggle in Natural and Social Sciences (IPAS) learning at the Elementary School/Islamic Elementary School (SD/MI) level. This study employs a qualitative, descriptive-analytical approach. Research data were obtained from historical texts, scientific journal articles, curriculum documents, and prior research relevant to Raden Intan's struggle, Lampung local history, and SD/MI IPAS learning. Data were analyzed using content analysis to identify the values of historical awareness embedded in the narrative of Raden Intan's struggle. They were then interpreted pedagogically in light of the characteristics of IPAS learning in elementary schools. The results show that the story of Raden Intan's struggle exhibits historical awareness values relevant to IPAS learning, including an understanding of historical continuity, awareness of local and national identity, social responsibility, and concern for the environment and society. These values can be internalized through contextual learning that links historical events to students' lived realities. This research confirms that integrating local history into science learning not only enriches factual knowledge but also plays a strategic role in fostering historical awareness and national identity among students from an early age. 

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