Indonesian Journal of Educational Development (IJED)

Needs analysis for the development of assessment instruments for junior expert teachers: A convergent design study

2025-06-06T06:38:00+00:00

This study investigates the need to develop teacher competency assessment instruments using a mixed-methods approach with a convergent design. It begins by analyzing 457 Scopus-indexed publications from the past 46 years, identified through the keywords “teacher AND competency AND assessment AND instrument.” A content analysis of five selected publications relevant to Indonesia was conducted to align the desired competencies of novice expert teachers with the Regulation of the Director General of Teachers and Education Personnel Number 2626/B/HK.04.01/2023. To further explore gaps in existing instruments, the study applied VOSviewer for visualization and additional content analysis through consideration, code, category, and theme. The findings reveal that current teacher assessment instruments in Indonesia are not yet aligned with the 2023 regulation, particularly lacking indicators focused on the competency of “evaluating and designing improvements.” This is a critical performance area highlighted in the new policy framework aimed at enhancing student-centered education. As a result, the study highlights a clear and urgent need for developing more contextualized assessment instruments that reflect updated regulatory expectations, address actual teacher performance needs, and support improved learning outcomes. These insights serve as a vital foundation for future research and policy-driven development of teacher assessment tools in Indonesia.

The Influence of Academic Supervision, Learning Community Activities, and Teacher Work Motivation on the Quality of Learning at Public Elementary Schools in Ngaliyan District, Semarang

2025-06-06T05:15:28+00:00

The quality of learning is a crucial factor in the educational process. Factors that can influence the quality of learning include academic supervision, learning community activities, and teacher work motivation. This study employs a quantitative approach with a causal correlational research design. The population consists of all teachers teaching at public elementary schools in Ngaliyan District, totaling 352 individuals. The sample used was 187 teachers, determined by Slovin's formula with proportional random sampling technique. Data were collected using questionnaires. Data analysis techniques included validity testing, reliability testing, assumption testing (normality test, linearity test, multicollinearity test), and hypothesis testing (regression analysis, correlation coefficient test (R), and coefficient of determination test). The results indicate that (1) academic supervision has a significant effect on the quality of learning in public elementary schools in Ngaliyan District, Semarang; (2) learning community activities significantly affect the quality of learning in the same schools; (3) teacher work motivation significantly influences the quality of learning; and (4) academic supervision, learning community activities, and teacher work motivation collectively affect the quality of learning in public elementary schools in Ngaliyan District, Semarang.

Evaluation of the Industrial Field Practice Program in Informatics Engineering Education at Universitas Putra Indonesia YPTK Padang: Instrument Validity

2025-06-06T01:12:02+00:00

This study aims to develop and validate an evaluation instrument for the Industrial Field Practice (Praktek Lapangan Industri/PLI) Program in the Informatics Engineering Education Study Program at Universitas Putra Indonesia YPTK Padang. The PLI program plays a crucial role in bridging academic knowledge with real-world industrial experience; therefore, a valid and reliable evaluation instrument is necessary. The instrument was developed based on Stake’s Countenance Evaluation Model, which includes three components: antecedents (preparation), transactions (implementation), and outcomes (results). The initial draft consisted of 80 statement items distributed across these three components. Content validation was carried out using Aiken’s V formula, involving three experts in vocational education evaluation. The validation results indicated that 70 items were deemed valid (V > 0.8), while 10 items required revision. The validated instrument includes indicators of student preparedness, supervision quality, task relevance, and the development of both technical and soft skills. This study concludes that the developed evaluation instrument has strong content validity and is feasible for use in systematically assessing the effectiveness of the PLI program, thereby supporting the improvement of vocational education quality.

DEVELOPMENT OF ARTIFICIAL INTELLIGENCE BASED LEARNING VIDEOS TO IMPROVE SPATIAL LITERACY OF CUBE AND CUBE MATERIALS

2025-06-04T19:52:04+00:00

This study aims to design and develop an Artificial Intelligence (AI)-based learning video that has high validity, practicality, and effectiveness to improve the spatial literacy skills of fifth grade students in studying cube and cuboid material at MI Plus Fatahillah. Spatial literacy is a crucial competency in understanding spatial geometry, but based on observation results and PISA 2022 data, this ability is still relatively low in Indonesia. This study uses a Research and Development (R&D) approach by adopting the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were divided into two groups: a small group consisting of 5 students and a large group of 27 students. The validity of the media was evaluated by media, material, and readability experts, with Aiken's V value indicating very valid and valid categories. The practicality of the media was measured through a student response questionnaire, with an average result of 75.2% for the large group and 83.69% for the small group, which was categorized as practical. The effectiveness of the media was analyzed using a one-group pretest-posttest design, showing an increase in N-Gain scores of 71.75% in the large group and 63.23% in the small group, which is included in the fairly effective category. Based on these findings, the developed AI-based learning video is declared feasible for use in the learning process to improve students' spatial literacy in the material of cubes and blocks.

PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS ARTIFICIAL INTELLIGENCE UNTUK MENINGKATKAN LITERASI SPASIAL MATERI KUBUS DAN BALOK

2025-06-04T13:53:38+00:00

Penelitian ini bertujuan untuk merancang dan mengembangkan video pembelajaran berbasis Artificial Intelligence (AI) yang memiliki validitas, kepraktisan, dan efektivitas tinggi guna meningkatkan kemampuan literasi spasial siswa kelas V dalam mempelajari materi kubus dan balok di MI Plus Fatahillah. Literasi spasial merupakan kompetensi krusial dalam memahami geometri ruang, namun berdasarkan hasil observasi dan data PISA 2022, kemampuan ini masih tergolong rendah di Indonesia. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan mengadopsi model ADDIE, yang mencakup tahapan Analisys, Design, Development, Implementation, dan Evaluation. Subjek penelitian dibagi menjadi dua kelompok: kelompok kecil yang terdiri dari 5 siswa dan kelompok besar sebanyak 27 siswa. Validitas media dievaluasi oleh ahli media, materi, dan keterbacaan, dengan nilai V Aiken yang menunjukkan kategori sangat valid dan valid. Kepraktisan media diukur melalui angket tanggapan siswa, dengan hasil rata-rata sebesar 75,2% untuk kelompok besar dan 83,69% untuk kelompok kecil, yang dikategorikan praktis. Efektivitas media dianalisis menggunakan desain one-group pretest-posttest, menunjukkan peningkatan skor N-Gain sebesar 71,75% pada kelompok besar dan 63,23% pada kelompok kecil, yang termasuk kategori cukup efektif. Berdasarkan temuan tersebut, video pembelajaran berbasis AI yang dikembangkan dinyatakan layak digunakan dalam proses pembelajaran untuk meningkatkan literasi spasial siswa pada materi kubus dan balok.

Analysis of Teacher Professionalism Development Strategies Through the Strengths, Weaknesses, Opportunities and Threats (SWOT) Approach

2025-06-04T10:23:28+00:00

Teacher professionalism is a key factor in creating excellent education quality in the 21st century education transformation era. However, there are still many teachers who have not optimally utilized professional development forums, such as the Teacher Working Group (KKG), in improving their competence. This study aims to analyze the strategy of developing teacher professionalism through the SWOT approach in the professional community of KKG PAI Cimahi City. The method used was a descriptive qualitative approach with a case study, involving interviews, observation, and documentation as data collection techniques. The results showed that KKG PAI Cimahi City has great potential through the activeness of millennial generation teachers and structured work programs, but still faces challenges such as unoptimal teacher participation and limited facilities. SWOT analysis resulted in various strategies, including the utilization of digital technology, strengthening partnerships, and improving teachers' digital literacy. In conclusion, the SWOT-based development strategy enables KKG to transform into an adaptive, collaborative and sustainable learning community in supporting teacher professionalism.

DEEPL APP: EFFECT ON STUDENTS’ VOCABULARY MASTERY

2025-06-04T10:10:31+00:00

This study aims to evaluate the extent to which the DeepL application enhances grade 10 pupils at MA Miftahul Ulum's acquisition of English vocabulary. Two groups—an experimental group and a control group—were utilized in this quasi-experimental investigation. Eighteen pupils from class X IPS 1 participated in the experiment, while eighteen students from class X IPS 2 were placed in the control group. The Pre-test and Post-test, which comprised a total of 20 valid multiple-choice questions, were among the data gathering instruments. To confirm that the hypothesis was correct, the researcher employed the SPSS.26 software's independent sample t-test tool. The experimental class's mean post-test score was 88.06, whereas the control group's was 70.56. Furthermore, it is known that the significant value (sig.) is higher than 0.05, which is 6.525 (6.525 > 0.05), according to the findings of the independent sample t-test. Thus, it can be said that grade X pupils at MA Miftahul Ulum Sukosono benefit from using the DeepL program to increase their vocabulary mastery.

The Effect of Mobile Seamless Inquiry Media on Conceptual Mathematics Learning Outcomes in Trigonometry

2025-06-04T06:39:03+00:00

Mathematics is a core subject across all levels of education. However, many students continue to face difficulties, particularly in achieving conceptual mathematics learning outcomes. Trigonometry, as a fundamental yet complex area of mathematics, often demands instructional strategies that go beyond conventional approaches. This study investigates the effect of implementing Mobile Seamless Inquiry Media (MoSIM), a digital learning strategy designed to support Inquiry-Based Learning (IBL) anytime and anywhere, on students’ conceptual mathematics learning outcomes in trigonometry. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 185 eleventh-grade students from a senior high school. Conceptual learning outcomes were measured using a validated multiple-choice test and analysed through one-way ANCOVA. The results revealed a statistically significant difference between students taught using the MoSIM strategy and those taught using conventional strategies (F = 5.84, p = 0.01). Students who learned through MoSIM achieved higher adjusted posttest scores (M = 80.03; SE = 1.03) compared to those who learned through conventional strategies (M = 76.57; SE = 0.99). These findings support the integration of MoSIM to enhance students’ conceptual mathematics learning outcomes, particularly in trigonometric concepts.

Integrating Local Wisdom of Nutmeg Cultivation from the Fakfak Community into the Social Studies Curriculum: Challenges and Opportunities

2025-06-03T15:44:04+00:00

Local wisdom, particularly nutmeg cultivation as both cultural heritage and economic foundation in Fakfak, West Papua, plays a strategic role in educational development. This study examines the perceptions of 30 elementary school teachers regarding the integration of nutmeg cultivation values into the social studies curriculum. Key findings reveal that while 96% of teachers had established clear learning objectives related to local wisdom, they faced significant implementation challenges. Statistical analyses employing t-tests and ANOVA demonstrated significant differences in teacher perceptions based on: (1) school structure, (2) gender, (3) teaching experience, (4) integrated curriculum training, and (5) education level. Critical findings underscore the necessity for: systemic stakeholder support, continuous teacher capacity building through professional development, and the creation of contextual integration models. Such approaches would ensure that learning not only enhances academic understanding but also strengthens students' cultural identity. This study reinforces the importance of adopting a holistic approach when incorporating local wisdom into formal education curricula.

Evaluation of the Implementation of Pre-service PPG Lectures in the Field of Special Education

2025-06-03T10:11:22+00:00

Good teachers master four competencies, namely pedagogical, personal, social, and professional. Teacher competency improvement is carried out through the Pre-service Teacher Professional Education Program (PPG). The purpose of this study is to evaluate how the Pre-service PPG is implemented in the field of Special Education. The evaluation aims to examine the influence of the curriculum, teaching facilities, and administrative services on the competencies of prospective teachers. This study uses a quantitative descriptive approach with a survey design via Google Forms. The sample in this study consists of PPG Pre-Service Program alumni from 2024. Data analysis was conducted descriptively using Microsoft Excel and SPSS 29 software, then tabulated in the form of tables and pie charts. The analysis results indicate that the overall implementation of the PPG program falls into the high category, with a curriculum aspect percentage of 90.6%, a facilities aspect percentage of 93.8%, an administrative services aspect percentage of 81.3%, and the program impact aspect achieving the highest percentage at 96.9%. The Pre-Service PPG has been implemented effectively and has helped improve the professional, pedagogical, social, and personal competencies of prospective special education teachers.

Evaluation of the Implementation of Pre-service PPG Lectures in the Field of Special Education

2025-06-03T08:00:19+00:00

FREE EDUCATION POLICY AND HIDDEN COST INEQUALITY

2025-06-03T07:12:50+00:00

The free education policy has become a global strategy to improve access to education, but in practice, it still leaves challenges in the form of hidden costs that continue to burden students' families, especially from low-income groups. This research aims to identify the types of indirect costs in free education and analyze their impact on the economic burden of families and access and quality of education. This study uses a library research approach with a qualitative-descriptive design and documentation techniques as data collection methods. Data sources are obtained from scholarly journal articles, books, policy reports, and relevant dissertations, which are analyzed using a thematic approach and content analysis. The results of the study show that costs such as uniforms, transportation, stationery, activity fees, and digital needs become significant burdens for poor families. This has an impact on disparities in participation, achievement, and learning experiences of students. This research concludes that free education is not yet fully economically inclusive and needs to be redesigned to include support for hidden costs. This study makes an important contribution to advocating for education policies based on distributive justice and opens up opportunities for further research with a field approach

Integrating STEAM into Contextual Literature Lessons: Exploring Creativity in Primary School Students

2025-06-03T07:00:13+00:00

Conventional and non-contextual approaches often cause low creativity among elementary school students in literature learning. However, creative thinking skills are essential competencies for the 21st century that need to be developed early on through integrative and meaningful learning. This study explores the effect of STEAM-based contextual literature learning on the development of creativity among elementary school students. This study used a quantitative approach with a survey method. The research population consisted of fifth-grade students from one elementary school in Pekanbaru City, with a sample size of 80 students selected randomly. The instruments used were a questionnaire (35 statements) and an observation sheet (5 behavioral indicators), each analyzed using percentage techniques. The results of the study indicate that the highest creativity indicators were found in imagination (84.2%) and active participation (85.4%), while the lowest indicators were originality (75.6%) and creative collaboration (77.5%). These findings indicate that the STEAM-based literature approach effectively enhances student engagement, imagination, and elaboration; however, it still requires individual innovation and teamwork strengthening. The implications of this study encourage the development of an interdisciplinary, contextual, and project-based literature learning model, as well as the importance of teacher training and the provision of infrastructure that supports the ethical and inclusive integration of technology in elementary education

Developing a Civic Literacy Instrument for High School Students: A Literature Review

2025-06-02T08:17:02+00:00

Civic literacy is a key 21st-century competency that students must possess in the digital era. This study aims to review the urgency of civic literacy, the characteristics of the International Civic and Citizenship Education Study (ICCS) framework, findings from previous instrument development studies, the integration of higher-order thinking skills (HOTS), and the challenges and opportunities of implementing ICCS in the Indonesian context. The findings show that civic literacy is increasingly important to equip students with the knowledge, skills, and critical attitudes needed as digital citizens. The ICCS framework offers a comprehensive conceptual basis, encompassing civic knowledge, attitudes, and participation that are relevant for high school students. Various instruments developed at both national and international levels generally demonstrate good validity and reliability. The integration of HOTS in assessments is believed to enhance students’ analytical abilities, although its implementation still faces challenges. In Indonesia, the adoption of ICCS faces contextual and teacher preparedness issues, yet presents opportunities to improve the quality of civic education in line with the goals of SDG 4.7.

Developing a Civic Literacy Instrument for High School Students

2025-06-02T07:05:35+00:00

Formulating the Genetic Decomposition for Probability Construct based on Student Desconstructed Problem-Solving Process

2025-06-02T04:55:16+00:00

The inherent abstractness and structural intricacy of probability theory often generate significant cognitive obstacles for students in problem-solving contexts. This study aims to find genetic decomposition of probability material based on mental structures constructed by students. Adopting the APOS (Action–Process–Object–Schema) theoretical framework, the researchers followed a tripartite methodological cycle: (1) epistemological analysis of probabilistic concepts, (2) design and administration of diagnostic and instructional instruments, and (3) data analysis and cognitive structure validation. The study was conducted at two higher education institutions in Central Java, Indonesia, with four participants—undergraduates majoring in mathematics education and enrolled in an introductory probability course. Data were collected through content analysis, a domain-specific assessment instrument on probability, and semi-structured interviews. The analysis employed APOS theory to trace students’ cognitive constructions relative to each probabilistic concept. Findings reveal that the genetic decomposition of the topic comprises five core components: classical probability, probabilistic independence, conditional probability, total probability, and Bayes’ theorem. However, the participating students had not yet internalized the requisite cognitive schemas to fully instantiate and coordinate these constructs during problem-solving episodes. Despite this, their observed mathematical behavior exhibited partial alignment with the mental structures described in the refined genetic decomposition.

Implementation of the Core-Value-Based Pancasila Student Profile Project for Student Character Development

2025-06-02T03:57:20+00:00

This study aims to see the significance of the Implementation of the Core-Value-Based Pancasila Student Profile Project for Student Character Development. This study uses a quantitative approach, which is a research method based on the collection and analysis of data in the form of numbers that can be measured objectively. Data were collected by distributing questionnaires to 157 students of Cenderawasih Catholic High School. Before being distributed, the questionnaires were tested for validity and reliability to ensure that the instruments were accurate and consistent. The results of the statistical analysis of this study indicate that the Core-Value-Based Pancasila Student Profile Project has an important role in explaining the variability of the dependent variable. A very high significance value (p <0.001) indicates that the relationship found is not a coincidence and can be generalized to a wider population. These findings indicate the Core-Value-Based Pancasila Student Profile Project has a positive and significant influence on the development of student profiles in accordance with Pancasila values. This study concludes that the Core-Value-Based Pancasila Student Profile Project is an effective approach in strengthening educational character and core values in the Indonesian educational environment.

Fostering Social Competence in Primary Education: The Impact of Project-Based Learning

2025-06-02T03:09:20+00:00

Social skills are essential to 21st-century education, but many elementary school students in Indonesia still demonstrate low social skills due to the dominance of conventional teacher-centered learning approaches. This study aims to analyze the effect of Project-Based Learning (PjBL) on improving elementary school students' social skills and identify the dimensions of social skills that are most influenced by this approach. The study used a quasi-experimental design involving 80 fifth-grade students divided into an experimental group (PjBL) and a control group (conventional learning). The measurement instrument was a social skills test covering six dimensions: cooperation, communication, conflict resolution, empathy, decision-making, and leadership. Data analysis was conducted using t-tests after validity, reliability, normality, and homogeneity were confirmed. The results showed statistically significant differences (p < 0.05) between the two groups in all social skill dimensions, with the experimental group showing higher average scores. The dimensions of empathy and leadership showed the highest increases. These findings support social constructivist theory and strengthen the argument that collaborative, contextual learning can effectively develop students' social competencies. The implications of this study include the need for systematic adoption of PjBL in elementary schools as a strategy to support character-building and holistic learning in line with national curriculum requirements and 21st-century social needs.

Development of E-VIRA (E-Module Virus Integrated Augmented Reality) in an Effort to Improve Students' Mental Models and Problem Solving Skills

2025-06-01T17:56:15+00:00

Based on the analysis conducted at the high school level, students lack references, the content of the virus material is not deep enough to illustrate it. In addition, the teaching materials used in the learning process of the virus material are only based on printed teaching materials. It was found that students still have a mental model that is far from the scientific level on the virus material and problem-solving skills are still low. In this context, the application of AR integrated e-modules can be an effective solution to help students understand these concepts better. This study aims to develop E-VIRA (E-Module Virus Integrated Augmented Reality) in an effort to improve students' mental models and problem-solving skills. The research method used is Research and Development (R&D) with ADDIE process stages which are carried out until the development trial stage. The results of the study showed that the validity of E-VIRA got an average percentage of 97% in content validity. In construct validity, it obtained a percentage of 96% with very valid criteria. Meanwhile, the readability level of E-VIRA conducted through a readability test with a cloze test instrument obtained a high category of 82%. Thus, E-VIRA has shown a good level of eligibility and validity, in line with the characteristics contained therein.

Investigating learning strategies and learner autonomy among EFL students at SMPN 18 Bengkulu City

2025-05-31T20:15:15+00:00

This study explores the relationship between language learning strategies and learner autonomy among third-grade students at SMPN 18 Bengkulu City, Indonesia. Learner autonomy, the ability to independently manage one’s learning, is increasingly essential in learner-centered classrooms. However, limited research has focused on the autonomy levels and strategy use among Indonesian junior high school EFL learners. This study addresses that gap by examining students' use of learning strategies and their perceptions of autonomy. Data were collected through the Strategy Inventory for Language Learning (SILL) and the Measuring Instrument for Language Learner Autonomy (MILLA). The results indicate that students are moderate users of learning strategies, with metacognitive strategies being the most frequently employed. Additionally, students generally demonstrate positive autonomy, engaging in language learning activities both inside and outside the classroom. A significant correlation was found between the use of learning strategies and learner autonomy. These findings highlight the importance of promoting various strategy-based activities and encouraging teacher roles that support learner independence. The study contributes to the improvement of EFL instruction by emphasizing strategies that foster autonomy and empower learners in the Indonesian junior high school context.