Indonesian Journal of Educational Development (IJED)

The innovation diffusion, technology adoption, and digital etnopedagogical reading: English lecturer’s agency in reinforcing the ability of the younger generation to retain local knowledge

2025-11-05T09:33:24+00:00

This study examines the role of English lecturers as change agents in promoting innovative digital ethnopedagogical reading in higher education settings. Even though higher education in Indonesia is becoming increasingly digitally oriented, technology adoption is often tool-centered rather than culturally aware, potentially endangering the ability of younger generations to retain local knowledge. This research investigates the factors that influence innovation diffusion and investigates the integration of digital tools with local cultural values (Bidar, Pulau Kemaro, Rumah Limas, Songket Palembang, Kue Maksuba) in reading instruction, as mediated by a lecturer at a state university in Palembang, South Sumatra. Data were gathered from six students chosen through purposive sampling and one lecturer, using a qualitative intrinsic case study design, until data saturation was reached. Primary data collection instruments included semi-structured interviews (lasting 20-30 minutes via WhatsApp video calls) and document analysis (YouTube videos, reading scripts, and chat logs). Four primary themes were identified through thematic analysis in accordance with (Braun & Clarke, 2006): the dynamics of drivers and barriers in innovation diffusion, the transformative impact on linguistic competence and cultural awareness, the systematic implementation through digital platforms, and the dual motivation (pragmatic efficiency and cultural preservation). The results indicate that culturally responsible lecturers, rather than institutional mandates, are the primary driving force behind sustainable innovation. By combining their cultural pride with their English language skills, students created a "glocal identity," demonstrating that tradition and technology can complement each other rather than work against one another. The study suggests that universities should establish communities of practice for cultural innovation, integrate ethnopedagogy into teacher education, address digital infrastructure inequities, and develop culturally grounded digital material repositories to support culturally sustainable educational transformation.

Analysis of intellectual disability students' learning profiles on electron configuration material using individual education

2025-10-10T14:13:23+00:00

This research is motivated by the need for effective learning strategies for students with intellectual disabilities, particularly those who experience cognitive barriers. This study aims to analyze the learning profiles and outcomes of students with intellectual disabilities in relation to electron configuration materials, utilizing individualized educational learning strategies. The learning media developed is the E-LAPD (Electronic-based Student Activity Sheet), integrated through the LiveWorksheet platform. This study employs a mixed-methods research approach, a method that combines quantitative and qualitative methods. The population of this study is three students with intellectual disabilities at SMAN 10 Surabaya. The sampling technique is a saturated sample (total sampling), where the entire population is used as a research sample. Data collection techniques through test and interview methods. The test results were analyzed quantitatively, while the interview results were analyzed qualitatively using the NVivo application. The results indicate that this study can enhance the learning outcomes of students with intellectual disabilities, as evidenced by the posttest scores, which are higher than the pretest scores. Thus, this research is important in helping students with intellectual disabilities and is expected to be the basis for developing more inclusive and adaptive learning media.

Integration of 3D animation flipbook to enhance spatial visualization in molecular geometry learning

2025-09-20T12:47:31+00:00

Students’ limited spatial visualization skills pose challenges in understanding abstract chemical concepts such as molecular geometry. This study aimed to develop an interactive flipbook assisted by 3D animations to enhance students’ spatial visualization and comprehension of molecular geometry. This research employed a Research and Development (R&D) approach using the ADDIE model and involved 32 purposively selected eleventh-grade students at SMA Negeri 7 Surabaya. Data were collected using validation sheets, student response questionnaires, pre-test and post-tests, and observation sheets, with instrument reliability confirmed by expert judgment and Cronbach’s Alpha. Validation results showed that the flipbook was highly valid in both content and construct. Students’ responses indicated a high level of practicality (92.9%). Effectiveness testing revealed significant improvement in learning outcomes, with an average N-Gain of 0.75 for competence and 0.80 for spatial ability, both categorized as high. These results suggest that the 3D-assisted flipbook enables students to visualize and manipulate molecular structures, thereby reducing reliance on imagination and strengthening conceptual understanding. Teachers are recommended to adopt 3D-assisted flipbooks as a low-cost and effective instructional medium to foster students’ spatial reasoning and improve chemistry learning outcomes.

Developing web-based learning media for enhancing digital literacy in computer networking

2025-10-09T10:29:59+00:00

This study aimed to develop web-based learning media for computer networking to improve students’ digital literacy. The research employed a Research and Development (R&D) approach, utilizing the ADDIE model, and was conducted at SMA Negeri 1 Pecangaan with 35 students and one teacher as participants. Instruments included expert validation sheets, questionnaires, and pre-test and post-test assessments. The media obtained a high feasibility score from experts (content = 87.50%; media design = 85.42%). Student responses also indicated a high level of practicality (83.61%). Statistical analysis confirmed significant learning improvement: the experimental group (M = 82.74, SD = 4.21) outperformed the control group (M = 74.11, SD = 4.85), with a t-test result of t(68) = 5.47, p < .001. N-Gain analysis revealed that the experimental group achieved a score of 0.75 (high category), compared to 0.64 (medium category) in the control group. These results demonstrate that the developed web-based media is both feasible and effective for enhancing digital literacy in computer networking.

Parental role in supporting inclusive education for children with autism

2025-09-17T07:04:24+00:00

This research examines the role of parents in supporting the education of children with autism in special schools in Langsa City, Aceh. With the increasing number of children with autism spectrum disorders, attention to their educational needs has become very important. This research aims to identify the various roles played by parents and analyze the impact of their support on the social and academic development of the child. Qualitative descriptive methods were employed to assess the impact of parental involvement in the educational process on children's learning outcomes and social interactions. Data was collected using purposive sampling techniques. Data collection techniques used observation, interviews, and document studies, with the instruments used being observation guidelines and interview guidelines. The research results show that parents function as the primary supporters, who not only provide motivation but also play a crucial role in communication with teachers and in monitoring their child's development. Parental support has been proven to enhance children's self-confidence and social skills, thereby creating a more inclusive learning environment. Involving parents in the planning and evaluation of educational programs can significantly improve children's learning outcomes.

Innovative counseling model based on mindfulness and cognitive-behavioral harmony to foster comfort and happiness in learning

2025-08-12T01:23:25+00:00

Improving students’ comfort and happiness in learning is essential to fostering a more engaged and effective educational experience. However, conventional teaching approaches often neglect the integration of psychological well-being strategies, limiting students’ ability to enjoy and immerse themselves in the learning process fully. The sample size was determined using the Slovin formula, and a cluster random sampling technique was employed to ensure a balanced representation across rural, suburban, and urban schools of students divided into experimental and control groups. Data were collected using comfort and happiness questionnaires designed to measure emotional and cognitive responses to learning environments. The data were analyzed using multivariate analysis of variance (MANOVA) to evaluate the impact of the MCBH intervention. The findings reveal that students who participated in the MCBH-based intervention experienced significantly higher levels of comfort and happiness compared to those in the control group. The integration of mindfulness practices with cognitive-behavioral strategies helped students regulate emotions, reduce anxiety, and cultivate positive learning experiences. These results suggest that the MCBH framework can effectively enhance students’ emotional well-being, contributing to a more supportive and enjoyable learning atmosphere. The study highlights the importance of embedding holistic psychological approaches into education to promote not only academic success but also personal growth and emotional resilience.

Development of a mathematics teaching module based on the APOS model integrated with GeoGebra

2025-07-30T06:31:25+00:00

This study aims to develop a mathematics teaching module based on the APOS (Action, Process, Object, Schema) model integrated with GeoGebra, focusing on the topic of quadratic functions for tenth-grade students at SMAN 1 Muara Beliti. The research employed the Plomp development model, which consists of five phases: preliminary investigation, design, construction, validation, and limited testing. The module was developed under the cognitive stages of the APOS model: action, process, object, and schema, and was enhanced through visual exploration using GeoGebra. The research subjects consisted of tenth-grade students and a mathematics teacher at SMAN 1 Muara Beliti, selected through purposive sampling. Data were collected through documentation, expert validation sheets, and practicality questionnaires completed by the teacher and students. The findings indicate that the developed module is highly needed by students and significantly addresses their difficulties in understanding mathematical concepts. Expert validation yielded an average score of 87.85%, classified as highly valid. Practicality testing produced scores of 92.50% from the teacher and 90.41% from the students, both categorized as highly practical. Thus, the module facilitates interactive, conceptual, and contextual learning aligned with the principles of the Independent Curriculum. Accordingly, it is deemed a feasible and innovative instructional resource for high school mathematics learning.

Analysis of children’s self-confidence in transition activities from pre-school to kindergarten

2025-07-23T12:52:35+00:00

Self-confidence is one of the indicators of school readiness. To build school readiness, teachers can carry out transition movement activities through building foundation skills. The purpose of this study was to investigate the self-confidence of early childhood students and the process of PAUD to SD transition activities conducted by teachers during learning activities. This research uses a qualitative approach with a case study research design; data were collected through observation, interviews, and documentation. This research involves 15 students and one teacher who were selected through purposive sampling. Data analysis uses the Miles and Huberman analysis model. The results of the study show that children’s self-confidence is evident in the transition activities from preschool to elementary school through the habituation of six foundational skills. The habituation of these six foundational skills can be used to build a child's self-confidence. This research could be improved if conducted in a more in-depth and detailed manner over a longer period.

Border museum as pedagogical space: Strengthening students' nationalism through contextualized history learning in Anambas

2025-07-17T13:17:14+00:00

Border museums have the potential to serve as contextualized educational spaces that foster students’ nationalism, particularly in geographically isolated and culturally complex frontier regions. This study investigates how border museums are integrated into history education and how they contribute to students’ national identity development in the Anambas Islands, a peripheral maritime region of Indonesia. Employing a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and document analysis across two public high schools and the Anambas Border Museum. A purposive sampling technique was used to recruit participants, including 40 students, 4 history teachers, and 6 stakeholders such as museum managers, principals, and community leaders. The findings reveal that museum-based history learning enhances students’ engagement with local historical narratives, cultivates pride in national identity, and promotes experiential and reflective learning. Teachers act as key mediators in contextualizing museum content, while institutional challenges such as limited infrastructure and weak curriculum integration hinder full implementation. The study provides practical insights for developing pedagogical models that leverage local cultural institutions to promote nationalism and civic awareness in marginalized border areas. These findings contribute to education policy discourse, particularly regarding the integration of cultural heritage institutions into formal history curricula in remote and underserved contexts.

Development of M.E.G.A: A self-assessment expert system to improve English correspondence skills for job-seeking university students

2025-07-23T12:51:32+00:00

This study highlights the low English writing and speaking skills of students of the Information Systems Study Program at Nurdin Hamzah University. To address this challenge, a rule-based expert system application named M.E.G.A for Job Seekers was developed using the ADDIE model approach (Analysis, Design, Development, Implementation, and Evaluation). This application functions as a self-assessment tool to improve students' professional communication readiness, especially in compiling CVs, job application letters, and interview preparation. The sampling technique used was purposive sampling, with subjects consisting of language experts, instructional media experts, and educational technology experts to validate the product. Meanwhile, 100 second-semester students of the Information Systems Study Program at Nurdin Hamzah University were used as the sample for testing the practicality, attractiveness, and effectiveness of the application. This study used quantitative data from questionnaires and tests, as well as qualitative data from open-ended responses by experts and students. The quantitative data were analyzed descriptively, while the qualitative data were validated through triangulation and content analysis to support the development of the application. The results showed high scores in the aspects of functionality, attractiveness of appearance, and improvement of learning outcomes. Pre-test and post-test analysis showed significant improvements, while statistical analysis supported the pedagogical reliability of this system. The application has proven effective in supporting independent learning that is relevant to the needs of the world of work and has the potential to be adopted by other study programs. This study contributes to the development of digital learning through the integration of AI-based expert systems for the development of 21st-century skills.

Augmented reality in computer systems integrated with project-based learning in vocational schools

2025-08-06T02:10:12+00:00

The development of technology and the demands of 21st-century skills require innovative learning that enhances student engagement and learning outcomes, particularly in Vocational High Schools (VHS). This study aims to examine the effectiveness of Augmented Reality (AR) media integrated with Project-Based Learning (PjBL) in improving student learning outcomes in computer systems at vocational high schools. A quasi-experimental method with a posttest-only control group design was employed, involving three groups: the experimental class (AR with PjBL), control group 1 (AR only), and control group 2 (conventional learning), each consisting of 38 students. Data collection techniques included learning outcome tests and documentation. The research instrument used was a standardized essay test to measure students' understanding of computer systems. Data were analyzed using one-way ANOVA, which indicated significant differences among the groups. Post hoc Tukey tests revealed that the experimental group achieved significantly higher learning outcomes than both control groups. These findings suggest that the integration of AR and PjBL creates a more contextual, interactive, and meaningful learning experience. The study supports constructivist theory and active learning as effective approaches in technology-based VHS.

The influence of digital leadership, organizational communication, organizational culture, and emotional intelligence on teacher performance

2025-09-20T12:49:15+00:00

This study aims to ascertain the ways in which organizational communication, organizational culture, digital leadership, and emotional intelligence impact teacher effectiveness. This study was conducted due to the fact that factors such as limitations in technology utilization, lack of organizational communication, unsupportive work culture, and low emotional intelligence still cause gaps in teacher performance. This study makes use of Smart-PLS.4 data analysis tools and quantitative approaches. This study collected data using an online questionnaire/survey using Google Forms. The sample size calculator was used as the sampling method. The population in this study was 1,525 Teachers, and the sample in the final result there were 342 respondents. The results of the study indicate that communication, organizational culture, digital leadership, and emotional intelligence all have an impact on how effective teachers are. The study recommends that principals should strengthen their digital leadership, teachers should improve their emotional intelligence, schools should build a strong culture of cooperation, and organizational communication should be improved through transparency and the use of technology. Future researchers are advised to expand the variables and approaches to make the results more comprehensive.

Artificial intelligence and its effects on critical thinking and problem-solving abilities in higher education

2025-10-08T07:32:10+00:00

The urgency of this research lies in the need to critically examine how the integration of Artificial Intelligence, particularly ChatGPT, influences the development of higher-order cognitive skills, ensuring that technological advancement in higher education aligns with the goals of meaningful and reflective learning. This study aims to analyze the impact of Artificial Intelligence (AI), particularly ChatGPT, on the critical thinking and problem-solving abilities of students in the Department of Education at the Faculty of Teacher Training and Education, Jambi University. A quantitative method with an ex post facto approach was employed. The research involved 855 students from the Department of Education at Jambi University, with a sample of 207 respondents selected using purposive sampling based on their active use of ChatGPT for more than two months. Data were collected through a structured questionnaire and analyzed using SmartPLS version 4.0.9.9 to test the validity, reliability, and research hypotheses. The results reveal that the use of AI-based ChatGPT has a significant positive effect on both students' critical thinking and problem-solving skills, both individually and simultaneously. The study recommends that higher education institutions integrate AI tools like ChatGPT within reflective and guided learning frameworks to enhance students’ cognitive engagement and critical inquiry.

Enhancing preservice teachers’ metacognition and critical thinking through the ERIC

2025-10-08T07:40:05+00:00

Metacognitive and critical thinking skills are essential skills for being an effective learner. However, the results of previous studies indicate that these two skills in preservice teachers still require improvement. This research aimed to investigate the potential impact of the Exploring-Resuming Integrated Criticizing (ERIC) learning strategy on enhancing the metacognitive and critical thinking skills of preservice teachers. The study employed a quasi-experimental research design with a pretest and post-test component. The research population consisted of all biology education students at a university in Magelang City, Central Java, Indonesia. The sample consisted of 54 students from two classes enrolled in Plant Physiology, selected via cluster random sampling. Data on metacognitive and critical thinking skills were collected through pretest and posttest essay assessments. The data were analyzed using Analysis of Covariance (ANCOVA). The results of this study showed that the ERIC learning strategy has a significant impact on the preservice teachers’ metacognitive and critical thinking skills. We found that implementing ERIC learning led to higher metacognitive and critical thinking skills than those taught with a traditional approach. The research results recommend that ERIC be implemented as an active learning strategy to encourage the development of metacognitive and critical thinking skills.

E-comic physics development through PBL stages to improve students’ nature of science

2025-07-06T09:28:20+00:00

The 2019 TIMSS results revealed that Indonesian students' science achievement remains below the international average, reflecting low scientific literacy. This issue is partly attributed to conventional teaching methods that lack engagement and inquiry-based approaches. This study aimed to develop a digital learning medium, e-comic physics, based on Problem-Based Learning (PBL) to enhance elementary students’ understanding of the Nature of Science (NoS). Field observations at UPT SDN 3 Sumberejo revealed that 73% of teachers had not yet adopted interactive digital media, underscoring the study’s urgency. Employing a Research and Development (R&D) design with the Tessmer model, involving 60 students, the study used descriptive and inferential statistical techniques. The findings showed that the media was highly valid, very practical, and significantly effective, as evidenced by improved post-test scores and t-test results. The effect size analysis indicated a moderate to substantial impact on learning outcomes, confirming the media’s pedagogical potential in promoting scientific reasoning. In conclusion, the e-comic physics is a feasible and innovative learning tool for primary science education. Further research is recommended to examine its long-term effectiveness across broader subject matter.

Toward global scientific literacy: Evaluating primary science education in Indonesia’s Merdeka and Cambridge curricula

2025-07-08T03:09:06+00:00

In response to global demands for 21st-century competencies, Indonesia has implemented the Merdeka Curriculum, while many internationalised schools adopt the Cambridge Curriculum. Both aim to foster scientific literacy but differ in philosophical foundations, curriculum structure, and pedagogical design. This study aims to compare the implementation of science education in these two curricula at SD Tunjung Sari, an SPK (Satuan Pendidikan Kerjasama) school in Bali, to identify their respective strengths and inform future curriculum integration. Employing a qualitative design, data were collected through document analysis, semi-structured interviews, and classroom observations. The study focused on four key components: learning objectives, content, instruction, and assessment, using Miles and Huberman’s interactive model. Findings indicate that the Merdeka Curriculum emphasises holistic development and contextual learning through project-based and Science–Technology–Society (STS) approaches. At the same time, the Cambridge Curriculum promotes inquiry-based learning with a structured, internationally benchmarked sequence. Although both curricula align with PISA’s scientific literacy domains, they differ in content scope and delivery. The study recommends a hybrid model that integrates global standards with local values to enhance science education in diverse contexts. This can support policymakers and educators in designing future-ready curricula that are both globally competitive and culturally rooted.

Parenting roles and peer interactions support children’s social development at TK ABA 02 Bumiaji

2025-07-02T23:18:40+00:00

The study is important for understanding how parenting styles and peer interactions influence children's social development during the critical early childhood period. The objective of this study was to examine the application of parenting styles and children's social interactions as efforts to encourage social development in TK ABA 02 Bumiaji Kindergarten. A qualitative approach was employed, utilizing a case study design to collect data. This data was collected through direct observation, interviews with teachers and parents, and documentation. The data were analyzed using descriptive analysis. The findings indicated that the parenting styles employed by teachers and parents exerted a positive influence on children's social development, particularly in their capacity to interact, share, and cooperate with peers. Furthermore, social interactions among children both within and outside the classroom context have been shown to foster peer relationships. In conclusion, positive parenting and supportive social interactions at TK ABA 02 Bumiaji enhance children's social development, highlighting the importance of parents and educators in maintaining consistent support during early childhood to optimize social competencies.

Rwa Bhineda concept and weighted product method in the Alkin-Provus evaluation model modified design

2025-08-06T02:11:33+00:00

The combination of the Alkin and Provus evaluation models was carried out to optimize the functionality of the evaluation components owned by each evaluation model. Although the combination of the two models was perfect, there were still obstacles in its implementation. The obstacle was the difficulty in determining the priority aspects in the evaluation components that trigger the effectiveness of a program/object being evaluated. Therefore, it is urgent to conduct research that shows innovations in the form of modifications made to the two evaluation models by utilizing the Rwa Bhineda concept and the Weighted Product method. The Rwa Bhineda concept is used to determine the accuracy of the integration of the evaluation aspects owned by each evaluation component of the Provus and Alkin models. The Weighted Product method is used to obtain calculation results in determining the priority aspects that trigger the effectiveness of a program. The purpose of this study was to show the quality of the modified design of the Alkin-Provus evaluation model that utilizes the Rwa Bhineda concept and the Weighted Product method. This study used a development approach. The development model, as proposed by Borg & Gall, encompasses three stages: design creation, initial design trials, and revision of initial design trials. The subjects involved in the initial design trial were 50 respondents. The selection of subjects used a purposive sampling technique. The initial trial tool was a questionnaire consisting of 15 questions related to the design. The data analysis technique for the trial results was quantitative descriptive. This technique involves comparing the percentage of design quality with quality standards that refer to the five-scale categorization. The results of this study indicate that the modified design of the Alkin-Provus evaluation model, which utilizes the Rwa Bhineda concept and the weighted product method, falls within the good quality category. The impact of the results of this study is that evaluators and observers in the field of education gain knowledge about the existence of the concept of Balinese local wisdom (namely Rwa Bhineda) and the decision support system method (namely Weighted Product) that can be used to optimize the functionality of the Provus and Alkin evaluation components and determine the priority aspects that trigger the effectiveness of a program/object being evaluated.

Effectiveness of hybrid project-based learning with digital portfolios in enhancing mathematics pedagogical content knowledge

2025-07-04T12:22:24+00:00

This study investigates the effect of the Hybrid Project-Based Learning (PjBL) model integrated with digital portfolios on the enhancement of Mathematics Pedagogical Content Knowledge (MPCK) among primary teacher education students. The urgency of this research stems from the persistent gap in teacher education, where traditional methods inadequately develop MPCK in prospective teachers. The main objective was to examine whether the hybrid PjBL model, which combines project-based learning and digital tools, can significantly improve MPCK in primary teacher education students. The research uses a quasi-experimental design with a posttest-only control group. The population consists of primary teacher education students, with a purposive sampling technique used to select two regular classes, each comprising 32 students. The experimental group was exposed to hybrid PjBL, while the control group followed conventional teaching methods. Data were collected using the MPCK scale, a 40-item instrument designed to assess students' mathematical pedagogical competencies. Data analysis was conducted using an independent sample t-test after ensuring normality and homogeneity of variance. The results indicated that the experimental group achieved significantly higher MPCK scores, demonstrating the effectiveness of the hybrid PjBL model in enhancing MPCK. Based on these findings, it is recommended that teacher education programs integrate hybrid PjBL models with digital portfolios to improve MPCK development among prospective teachers.

AI-powered e-modules for mathematics learning: Impact on elementary school students' mathematical disposition

2025-07-17T13:19:40+00:00

Mathematical disposition is an essential affective aspect that influences students' success in understanding and enjoying mathematics, but it is often neglected in conventional learning approaches. Students' lack of motivation, confidence, and perseverance in mathematics is a fundamental problem in elementary schools. This study aims to analyze the effect of implementing an Artificial Intelligence (AI)-based E-Module on improving the mathematical disposition of elementary school students. A quantitative approach with a quasi-experimental design was used. The sample consisted of 70 fifth-grade students in Pekanbaru who were randomly divided into experimental and control groups. The instrument used was a mathematical disposition test developed based on five leading indicators validated for validity and reliability. The t-test results showed a significant difference between the post-test scores of the experimental and control groups (p < 0.05), with higher mathematical dispositions in the group using AI-based E-Modules. These findings indicate that AI-based learning systems are effective in cognitive aspects and capable of fostering positive attitudes and motivation toward learning among students. The novelty of this study lies in its focus on measuring affective elements within the context of adaptive technology in elementary education. The implications of these findings encourage the integration of AI-based learning that is not only oriented toward academic outcomes but also toward strengthening students' character and mental readiness to face the challenges of 21st-century education.