Indonesian Journal of Educational Development (IJED)

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

Luh Putu Sri Lestari — 2025-08-13

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

Vera Omarisa — 2025-08-11

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

Erni Tresna Apriyani — 2025-08-11

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

Adelina Darmauli Simanjuntak — 2025-08-11

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

Merti Megawaty — 2025-08-11

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

Nyoman Sugihartini — 2025-08-13

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.

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

Cahya Intan Murni — 2025-08-11

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

I Komang Wisnu Budi Wijaya — 2025-08-11

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

Yayak Khaatijah — 2025-08-11

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

Wayan Sugandini — 2025-08-13

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

Gusti Ngurah Sastra Agustika — 2025-08-11

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

Fadhilaturrahmi — 2025-08-11

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.

DeepL app: Effect on students’ vocabulary mastery

Muhammad Taufiqurrohman — 2025-08-11

In the digital era, improving English vocabulary acquisition through technology-based tools has become increasingly urgent to meet the demands of modern language learning and curriculum integration. The research group investigated the impact of the DeepL app on students' vocabulary acquisition, noting that this interactive educational tool can also enhance vocabulary skills. However, research specifically examining the effect of DeepL apps on vocabulary acquisition is limited. This study aims to investigate the extent to which DeepL apps influence English vocabulary acquisition. This study used a quasi-experimental approach, involving 36 grade 10 students at MA Miftahul Ulum in the academic year 2024/2025. The study was divided into two groups, an experimental group and a control group. Eighteen students from class X IPS 1 participated in the experiment, while eighteen students from class X IPS 2 were placed in the control group. Pre-tests and Post-tests, consisting of a total of 20 valid multiple-choice questions, were among the data collection instruments. To verify the hypothesis, the researcher employed the independent sample t-test tool in SPSS 26. The mean post-test score of the experimental class was 88.06, while that of the control group was 70.56. Furthermore, the independent sample t-test findings revealed that the significant value (sig.) exceeded 0.05, specifically 6.525 (6.525 > 0.05), indicating that the DeepL application positively impacted students' vocabulary acquisition. This study highlights the potential of the app-based learning tool DeepL in improving educational outcomes related to vocabulary.

The effect of mobile seamless inquiry media on conceptual mathematics learning outcomes in trigonometry

Made Juniantari — 2025-08-11

The abstract nature of mathematics concepts and limited class time are key factors contributing to low conceptual mathematics learning outcomes. This issue is evident among eleventh-grade students at SMA Negeri 4 Singaraja, who have difficulties in learning abstract topics such as trigonometry. 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. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 185 eleventh-grade students selected from a population of 301 students at SMA Negeri 4 Singaraja using cluster random sampling. 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 post-test scores (M = 80.03; SE = 1.03) compared to those who learned through conventional strategies (M = 76.57; SE = 0.99). These findings recommend the integration of MoSIM into digital era learning environments to enhance students’ conceptual mathematics learning outcomes, especially in complex and abstract topics like trigonometry.

Development of E-VIRA (e-module virus integrated reality-augmented): Enhance mental models and problem-solving skills

Zhafira — 2025-08-11

Based on the analysis, students lack references and in-depth, relevant material content, and still use open printed materials. This results in students' mental models of virus material being unscientific, and their problem-solving skills being low. For this reason, an e-module integrated with Augmented Reality (AR) can be an effective solution. This study aims to develop E-VIRA (E-Module Virus Integrated with Augmented Reality) to improve students' mental models and problem-solving skills. The research method employed is Research and Development (R&D), utilizing the ADDIE stages from inception to development and trial. Data collection instruments include expert validation sheets and cloze tests (for readability). Data analysis techniques are carried out descriptively and quantitatively to calculate the percentage of validity and readability. Participants were selected using purposive sampling, involving grade X high school students. The results showed that E-VIRA was very valid, with a percentage of 97% and 96% from expert validators, and a readability level of 82%. Thus, E-VIRA shows good feasibility and validity. The recommendation of this study is to continue the trial of E-VIRA on a larger scale to measure effectiveness in significantly improving students' mental models and problem-solving skills, as well as explore its application to other abstract biological concepts.

Effectiveness of a case-based learning model using a digital pop-up book on students’ critical thinking skills

Niswatin Muazizah supardi — 2025-08-11

The purpose of this study is to determine the effectiveness of the case-based learning model using digital pop-up books in enhancing students' critical thinking skills. This innovative approach aims to enhance critical thinking skills through interactive media that meet the demands of the 21st century, as outlined in the Merdeka Curriculum, which underscores the urgency of this research. The population of this study involved two classes, X6 and X8, at SMAN 1 Polanharjo, with class X6 designated as the experimental group and class X8 as the control group. The sampling technique used by the researcher was non-probability sampling of the purposive type. Critical thinking skills were measured through pretest and post-test assessments conducted before and after the learning process. The independent t-test analysis resulted in a significance value of 0.017 < 0.05, indicating a statistically significant difference. The independent samples t-test showed a meaningful difference in the average post-test scores between the experimental and control groups, leading to the rejection of Ho and acceptance of Ha. These findings emphasize that integrating digital pop-up books into case-based learning enhances critical thinking skills in real-world contexts. Therefore, the case-based learning model using digital pop-up books has proven effective in improving the critical thinking abilities of students in class X at SMAN 1 Polanharjo, offering an alternative for practical learning in an active digital era centered on students.

Does transformational leadership shape lecturer performance? The mediating role of organizational engagement

Lia Angela — 2025-08-11

This study investigates the effects of transformational leadership, academic culture, and workload on lecturer performance, with organizational engagement as a mediating variable. Using a quantitative survey of 210 permanent lecturers at Indonesian state Islamic universities and analyzed through SEM (AMOS 24), the study finds that transformational leadership and academic culture positively influence both engagement and performance. At the same time, workload negatively impacts engagement and has no direct effect on performance. Engagement partially mediates the influence of leadership and culture, and fully mediates the effect of workload on performance. These findings emphasize the importance of supportive leadership, strong academic culture, and effective workload management in enhancing lecturer engagement and performance, offering strategic insights for institutional reform in higher education.

Utilization of the Let’s Read application in promoting primary school students’ literacy

Humaira Azka Salsabila — 2025-08-11

This study is motivated by the low interest and reading literacy skills of primary school students in Indonesia, which is a significant challenge in the world of education. This study aims to investigate the effectiveness of using the Let's Read application in improving reading literacy and to describe students' perceptions of the application. The participants were 60 fifth-grade students at a public primary school in Eastern Jakarta selected using purposive sampling. The research method used a mixed methods approach, with quantitative data collected through questionnaires and a reading test, and qualitative data through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistical tests, while qualitative data were analyzed thematically. The results showed that the Let's Read app positively contributed to improving students' interest, reading comprehension, and learning motivation. However, the difference in scores between the experimental and control groups was not statistically significant. The implication of this study shows that digital technology integration, such as Let's Read, needs to be further developed with more interactive features to improve the effectiveness of literacy learning in primary schools.

The impact of metacognitive-based learning strategies on enhancing students' decision-making and cognitive dissonance

2025-05-30

Enhancing students' decision-making abilities and reducing cognitive dissonance are critical goals in developing metacognitive awareness and psychological readiness for complex learning tasks. However, conventional learning models often overlook the role of self-regulation and metacognitive control, leading to fragmented reasoning and unresolved internal conflict. This study examines the impact of a metacognitive-based learning approach on students' decision-making skills and levels of cognitive dissonance in an educational setting. A quasi-experimental design was implemented, involving students divided into experimental and control groups. This study used a cluster random sampling technique. The population of this study consisted of elementary school students divided into two groups, namely the control and experimental groups. Data were collected through a validated decision-making assessment and a cognitive dissonance inventory. The data were analyzed using multivariate analysis of variance (MANOVA) to assess the impact of the intervention. The findings revealed that students who participated in metacognitive-based learning significantly outperformed their peers in decision-making tasks and exhibited lower levels of cognitive dissonance. The structured learning cycle focusing on planning, monitoring, and evaluating cognitive strategies enabled students to make more deliberate choices while aligning their beliefs and actions. These results highlight the effectiveness of metacognitive-based learning in fostering cognitive harmony and rational decision-making. The study supports the integration of metacognitive strategies into classroom instruction to promote deeper learning and adaptive cognitive behavior. Future research is recommended to explore the long-term effects of metacognitive-based learning on students' decision-making consistency and cognitive dissonance resolution across diverse educational contexts.

Developing syntactic complexity and accuracy in EFL students’ essays through sentence combining

Sinarman Jaya — 2025-08-11

Many EFL students face challenges in developing syntactic complexity and grammatical accuracy in academic writing. Sentence combining, which involves merging simple sentences into more complex ones, has shown promise in enhancing grammatical control and writing fluency. However, research on its effectiveness in EFL contexts, particularly in improving syntactic variety and grammatical accuracy, is still limited. This quasi-experimental study investigated the impact of sentence combining on syntactic variety and grammatical accuracy in academic essays written by undergraduate EFL students. The participants were 40 students from the English Education Study Program at Universitas Muhammadiyah Bengkulu, selected using purposive sampling. Over one semester, the experimental group received sentence combining instruction, while the control group followed conventional writing instruction. Pre- and post-test essays were analyzed using three syntactic measures: Mean Length of T-unit (MLT), Clauses per T-unit (C/T), and Dependent Clauses per Clause (DC/C). The findings revealed statistically significant improvements in all three dimensions of syntactic complexity for the experimental group. These results demonstrate the effectiveness of sentence combining in developing EFL students’ academic writing. It is recommended that writing instructors integrate sentence combining into academic writing curricula to support syntactic development and grammatical precision.