Indonesian Journal of Educational Development (IJED)

Integration of the Design for Change Approach in Problem-Based Mathematics Learning Evaluation towards the Teacher Independence in Vocational Inclusion Schools

I Putu Pasek Suryawan

The experience and independence of teachers in designing mathematics learning evaluations still pay less attention to students with special needs, which form the foundation of inclusive education in vocational schools. The integration of the Design for Change (DfC) approach, as part of design thinking in mathematics learning, is considered relevant in enhancing teachers' ability to accommodate students with special needs and, at the same time, supporting the relevance of mathematics learning at the vocational level to the industrial world. This research aims to analyze the impact of integrating the DfC approach on teachers' independence in developing mathematics learning evaluations in vocational inclusion schools. This study employs a mixed-method approach, where data collection and analysis begin with quantitative methods followed by qualitative analysis to deepen the quantitative findings. The research involves distributing questionnaires, conducting observations, and interviews with 114 mathematics teachers at inclusive vocational schools under SMK Pusat Keunggulan in Bali Province. The findings indicate that vocational mathematics teachers with a high understanding of the DfC concept tend to be more independent in designing mathematics learning evaluations in inclusion schools that align with the needs of students and the industrial world. Through the integration of DfC in learning, it is believed that mathematics teachers are facilitated in developing more innovative learning evaluations that adhere to the principles of inclusive education.

Optimizing the Role of Teachers in Improving Social Skills of Autistic Children in Inclusive Kindergarten

ANNISA ANNISA ZAHRA SALSABILA

Autistic children often face challenges in social interactions, including difficulties in understanding emotional expressions, building relationships, and adapting to social norms. Inclusive education plays a crucial role in fostering their social skills, with teachers serving as primary facilitators. This study aims to explore the strategies teachers employ in guiding autistic children and identify the challenges encountered in inclusive kindergarten settings. A descriptive qualitative research method was utilized, incorporating observation, interviews, and document analysis. The findings reveal that teachers implement various strategies, such as role-playing, social storytelling, and positive reinforcement, to enhance the social skills of autistic children. However, several challenges persist, including limited specialized training, difficulties in balancing attention between regular and special needs students, and classroom management complexities. Therefore, greater support from schools and parents is essential to establishing a more inclusive and conducive learning environment that promotes the social development of autistic children.

PRESERVING THE KAWI LANGUAGE THROUGH THE FIGURE MATAH GEDE IN CALONARANG PERFORMING ARTS IN BALI

I Wayan Budiarsa

Matah Gede is one of the main figures found in the performance art of calonarang. As in the concept of bineda, this figure is believed to be a follower of black magic (leftist/ left), while Mpu Bradah is a follower of white magic (want/ right) who came from Lemah Tulis sided with the Kediri/Daha kingdom. This character, who has the character of a tough princess, is usually played by men who wear women's make-up and clothing, and the dialogue in the show uses Kawi language. The volume of the voice or dialogue or speech has a very strong characteristic, namely a low, firm, sometimes shrill voice. The appearance of this figure is usually accompanied by his students, including Ni Rarung, Ni Lenda, Ni Lendi, Ni Jaran Guyang, Ni Wak Sirsa, Ni Ganda, and Ni Mahisa Wedana. The use of the Kawi language is a concrete manifestation of preserving literary arts or language as part of a cultural element. This research/article uses aesthetic theory and rhetorical theory, and in data collection applies interview methods, document study and literature study

From University to the World of Work: A Higher Education Curriculum response

Taurayi Nyagope

Graduate employability is a pressing issue in higher education, with ongoing debates about whether universities adequately prepare students for the workforce. Employers frequently claim that graduates lack essential workplace competencies, including practical skills, flexibility, and emotional intelligence. While some scholars argue that universities focus too much on theoretical knowledge, others suggest the issue lies in a misalignment between employer expectations and educational outcomes. This paper critically examines both perspectives, analysing the complexities of employability within the changing labour market.

A key concern is the effectiveness of higher education curricula in bridging the gap between academic knowledge and professional demands. While work-integrated learning (WIL) programs, internships, and soft skills training have been introduced, challenges remain in ensuring their accessibility and relevance. Additionally, shifting labour market dynamics—driven by automation, digital transformation, and globalisation—further complicate traditional notions of employability. The paper advocates for a balanced curriculum that integrates theoretical rigor with practical application, interdisciplinary learning, and adaptability. Proposed strategies include expanding experiential learning, strengthening university-employer collaboration, and fostering digital literacy. However, tensions persist between prioritising immediate job readiness and cultivating broader intellectual and lifelong learning competencies.

This paper advocates for a balanced curriculum that integrates both technical competencies and soft skills, ensuring adaptability in a dynamic job market. It suggests stronger university-industry collaborations, flexible learning pathways, and continuous curriculum innovation to better align education with professional realities. Ultimately, employability should be viewed as a lifelong process rather than a fixed attribute, emphasising the need for adaptable, critical-thinking graduates who can navigate evolving career landscapes.

The Effect of Blooket on Students' Grammar Mastery

Fitri Amalia

A group of researchers investigated the impact of Blooket on students' vocabulary mastery and noted that this interactive educational tool could also enhance grammar skills. However, studies specifically examining Blooket's influence on grammar mastery are limited. This research aimed to investigate the effect of Blooket on students' grammar mastery. The study involved 156 ninth-grade students at SMP Negeri Karang Jaya during the 2024/2025 academic year. Using cluster random sampling, participants were divided into experimental and control groups. To assess grammar mastery, both pre-tests and post-tests were administered. The results from the paired sample t-test indicated a significance level of p < 0.05 (0.000 < 0.05), demonstrating a notable improvement in the grammar mastery of the experimental group after using Blooket. Additionally, the independent sample t-test comparing the experimental and control groups yielded a significance level of p < 0.05 (0.044 < 0.05), confirming that Blooket positively influenced the students' grammar mastery. This study underscores the potential of game-based learning tools like Blooket in enhancing educational outcomes related to grammar.

ANALYSIS OF THE FACTORS CONTRIBUTING TO THE LOW MOTIVATION FOR THE INVOLVEMENT WORKSHOP AND ENTREPRENEURSHIP (PKWU) TEACHERS AND ORGANIZATIONAL ATMOSPHERE IN THE PKWU TEACHERS' FORUM (MGMP) IN THE DKI JAKARTA REGION

Rosmala Sari Dewi Siregar

This study analyzes the factors contributing to the low motivation and organizational climate of the Musyawarah Guru Mata Pelajaran (MGMP) for Workshop and Entrepreneurship (PKWu) regarding teacher participation in activities within the DKI Jakarta area. Using a descriptive qualitative method, data were collected through both direct and online interviews. The primary respondents included five teachers from five regions in DKI Jakarta, which measured their motivation, and management representatives who assessed the organizational climate. The study results revealed that teacher motivation to participate in MGMP activities was primarily influenced by the achievement aspect within the motive element and the expectation of recognition. Most teachers were willing to forego incentives but expected acknowledgment for their contributions. On the other hand, the organizational climate was assessed as relatively positive because the management was willing to take risks associated with work programs without significant conflicts, although differences of opinion could be resolved effectively. However, several weaknesses were identified, particularly in the structural element of the organization. The MGMP lacks a formal constitution and bylaws, the management demonstrates limited accountability, there is no incentive system, and only one region has a work program as a standard for organizational operations. These factors are the main obstacles to developing a more effective organizational climate.

The EFFETIVENESS OF GIMKIT IN ENHANCING STUDENT’S READING SKILL

sugiyati

Teaching reading is an important part of education, focusing on skills like vocabulary, comprehension, and fluency. Students learn at different speeds, so some need extra help. Teachers use both traditional methods and modern tools to support them. Technology, such as educational games and apps, can make learning more fun and engaging. Gimkit, for example, uses games to help students improve their reading skills. Although gamification is known to help learning, more research is needed on how Gimkit specifically affects reading. This study looks at how Gimkit can improve reading skills and make learning more enjoyable for ninth-grade students. It examines whether Gimkit helps students engage more with reading, especially in English. The study involves two groups: one using Gimkit and one using traditional methods. A total of 60 students participated. Data was collected through pre-tests and post-tests on vocabulary, comprehension, and fluency. The results showed a significant improvement in reading skills after using Gimkit. The average score on the pre-test was 37.27, and on the post-test, it increased to 54.07. Statistical analysis confirmed this improvement (p < .001). The study concludes that Gimkit is an effective tool for enhancing reading skills and making learning more enjoyable.

Child Art as a learning and teaching tool for Early Childhood Care and Development - STEM to STEAM, in the Manzini Region of Eswatini

Novuyo Nkomo

Art is considered by many educationalists to be a noteworthy activity for young children. Exploring, observing, imitating, and trying to figure out how things operate and how to control themselves and their environments becomes part of daily activities. This study was motivated after observing ECCD educators in several centres in Eswatini, struggle to impart and impact positively on STEM concepts through incorporating Art teaching tools. Educators and parents do not utilize Art as a popular pedagogical method to improve creativity, problem-solving skills, scientific inquiry, and critical thinking and to provide other cognitive benefits. Choosing developmentally appropriate ways to address fields like engineering and computer science with young children presents both practical and ethical issues for adults to consider. Innovative technologies to support STEM learning such as iPads, robotics kits, and computers are expensive and out of reach for many parents and educators, Art learning and teaching tools can be fully exploited. The unlimited explorations help children form connections in their brains, and solve complex challenges, as much as it helps them learn and develop STEM concepts. The purpose of this study was to explore child art pedagogical tools in the development of STEM concepts at the Early Childhood level. The desire to investigate the probabilities of using child art as a teaching and learning tool and its associated didactics has been motivated by our observation that art has become so much a part of the culture of different people all over the world and as well as in Eswatini schools. The study is anchored (or is framed) within the application of the constructivist philosophy of learning, as the theoretical framework. The study recommends pedagogical changes in the approaches of STEM to STEAM, to incorporate Art in the learning of young learners.

The reflections of higher education lecturers on pedagogical adaptations due to the pandemic

Selina Ramapela

Abstract: Covid-19 pandemic was linked with disruptions that forced most higher education institutions (HEI’s) to adapt to new ways of teaching and learning. Their rapid planning of teaching and learning was reconfigured to provide access to all students. The lecturers in higher education became innovative and responsive to the unexpected diverse learning needs of the students. This paper shares the reflections of the ten lecturers from the School of Education of their experiences relating to these abrupt change. They were conveniently selected for the case study design to capture their context and lived reality of their new normal. The semi-structured interviews with open-ended questions were conducted to gain an in-depth understanding of the qualitative narratives of their experiences in adapting to apposite teaching and learning approaches. An in-depth inductive thematic analysis provided a concise representation of their experiences. The findings revealed the unacceptable state of the higher education institutions’ inequalities regarding the provision of teaching and learning resources and their constraints regarding quality teaching and learning. The lecturers confirmed the improvement of their pedagogic skills. The constant provision of professional development for lecturers is recommended.

THE CORRELATION STUDY BETWEEN STUDENTS’ LEARNING STYLES AND SPEAKING ABILITY

Ayu Indah Karisma — 2025-03-01

The study aims to examine whether there is any important association between learning style and students’ Speaking ability. The method used in this study is a quantitative survey by questionnaire. The sample for this study consisted of 42 students studying English Education at Universitas Teknokrat Indonesia. To analyze the information, the analysts utilized SPSS Windows 21. The investigation yields a least score of 70, a greatest score of 90, and an average score of 85. Based on the results of this consideration, it can be concluded that there's a positive relationship between the utilization of learning styles and speaking ability. The educational implications of English teachers' proposals to train English learners to adopt language learning styles and improve their speaking ability between learning style and speaking ability of students.

THE USE OF TEAM GAMES TOURNAMENT MODEL TO IMPROVE SPEAKING SKILLS OF GRADE V ELEMENTARY SCHOOL STUDENTS

Sufriah Imanah — 2025-02-28

This research is motivated by monotonous learning by only using peer tutoring model can cause students' limitation in speaking. The purpose of this study was to improve students' speaking skills in the material of unggah-ungguh basa using the Teams Games Tournament model assisted by picture card media. Classroom Action research method consisting of 2 cycles with 2 meetings each. The research subjects in class V SD 7 Kandangmas in 2024/2025 were 13 students with 6 boys and 7 girls. The data analysis techniques used were quantitative and qualitative. Qualitative data were obtained from observations and interviews, while quantitative data through performance tests. The success criteria of this study were determined by the completeness value of students' speaking skills reaching the minimum score, which is ≥75. The results showed an increase in the assessment of students' speaking skills by applying the Teams Games Tournament learning model assisted by picture card media. In cycle I, the average value of students' speaking skills was 71.08 with an unfinished category, improvements were made in cycle II and increased to 86.15 with a completed category. The score in cycle II has reached the success criteria of ≥75, so this research is considered successful and the cycle is stopped.

DEVELOPMENT OF DIGITAL MEDIA SILIR (SIKLUS AIR) TO INCREASE LEARNING INTEREST OF GRADE IV STUDENTS OF SDN 5 CENDONO

fenita khairani khairani — 2025-02-26

This study aims to (1) determine the feasibility of SILIR learning media, and (2) the effectiveness of SILIR learning media on learning interest. This research uses the ADDIE model, with stages of analysis, design, development, implementation, and evaluation. The research subjects were 20 fourth grade students of SDN 5 Cendono, Dawe District, Kudus Regency. Data were collected through observation, interview, validation questionnaire, teacher and student response questionnaire, and learning interest questionnaire. The data were analyzed qualitatively and quantitatively to assess the feasibility of the product. The results showed that the needs analysis of students preferred visual and game-shaped media. SILIR media received a high feasibility score of 99% from media experts and 89% from material experts. Teacher and student responses were also positive, with scores of 90% and 91% respectively. In addition, students' interest in learning increased from 44% in the pre-test to 91% in the post-test, or an increase of 47%. Thus, SILIR media is effective in increasing learning interest.

INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON EFFECTIVE LEARNING OF BUSINESS EDUCATION AMONG PRE-SERVICE BUSINESS EDUCATORS IN LAGOS STATE, NIGERIA

Uthman Olabisi Sulaiman

Information and Communication technology plays an integral role in learning in the learning of Business education. Therefore, this study examined the influence of Information and Communication Technology on effective learning of Business Education among pre-service Business Educators in Lagos State, Nigeria. Specifically, the study sought to examine the relevance of ICTs in the learning of ICTs as perceived by pre-service Business educators, the constraints militating against effective utilization of ICTs in the learning of Business Education as perceived by pre-service Business educators and how the effective utilization of ICTs for effective learning of Business education can be promoted. The study adopted the descriptive survey method, and questionnaire was the instrument for data collection. The sample of the study was selected using random sampling technique. Hence, a total of Two Hundred and Twelve (212) pre-service Business educators responded to the questionnaire, which was a researcher-designed questionnaire tagged Influence of Information and Communication Technology on Effective Learning of Business Education Questionnaire (IICTELBEQ)”. The instrument was validated by experts and it yielded a reliability coefficient of 0.75. The analysis of the data collected was done using both descriptive and inferential statistics of frequency count and percentage. The findings indicated that Information and Communication Technology is highly relevant to learning of Business Education courses among pre-service Business Educators in Lagos State, Nigeria. Also, the identified constraints affecting the effective utilization of ICTs for learning of Business education in Lagos State include ICT equipment include poor implementation of ICT related courses, poor electricity supply, high cost of ICT facilities in Business Education laboratory., inadequate funding of Business education by the stakeholders, lack of experience of the lecturers teaching ICT, and a host of others, while the strategies for promoting the utilization of ICTs in the effective learning of Business Education in Lagos State, include employment of adequate qualified ICT compliance business educator lecturers by the stakeholders, adequate funding of ICT facilities by the stakeholders. The study recommended among others that, pre-service Business Educators should be trained and re-trained on how to harness the diverse relevance of Information and Communication Technology to improve their learning of Business Education in Universities in Lagos State, and adequate funding should be provided by stakeholders in the University system in Lagos State to help lecturers and students make the best use of ICT resources.

IMPLEMENTATION OF STEM-BASED VOICED INTERACTIVE TORSO (TOBI) IN IPAS LEARNING AT MIN KUDUS

Faza Dzulfikar Efendi — 2025-02-20

The lack of understanding of MIN Kudus students towards human digestive system IPAS learning is due to the media used that has not been able to present a concrete and detailed picture. This study aims to describe the implementation of STEM-based Voiced Interactive Torso (TOBI) in IPAS learning at MIN Kudus along with the responses of teachers and students. This research is included in descriptive qualitative research where the type of research is field research. Data will be obtained through observation, questionnaires, interviews, and documentation. Data analysis that will be carried out includes data reduction, data presentation, and conclusion drawing. The results of this study indicate that the implementation of STEM-based Voiced Interactive Torso (TOBI) in IPAS learning at MIN Kudus can improve students' understanding of human digestive system material. This is evident in the activities of teachers with a percentage of 91% in the very good category and students with a percentage of 75% in the good category. While the results of teacher and student responses to design, relevance, attention, satisfaction, and confidence get a percentage of 85% and 81% including in the very good category.

DEVELOPMENT OF A WEB-BASED CYBER COUNSELING MODEL FOR GUIDANCE AND COUNSELING SERVICES AT SMA NEGERI 1 BAYUNG LENCIR

KHOIRUL HANAPI — 2025-02-25

This study aims to develop a web-based cyber counseling model for guidance and counseling services at SMA Negeri 1 Bayung Lencir. This research is a development study or Research and Development (R&D) using the Borg and Gall development model. The subjects of this research are 11th-grade students of SMA Negeri 1 Bayung Lencir for the 2024/2025 academic year.

The research results indicate that 44% of the students expressed a need to utilize e-counseling media, preferring a website as the service medium. Based on the research results, the product feasibility test by material experts showed a score of 88%, categorized as highly feasible, and by media experts, a score of 98.6%, also categorized as highly feasible. Furthermore, the product feasibility test based on student responses showed a score of 94.4%, categorized as highly feasible, and the guidance counselor responses showed a score of 90%, categorized as highly feasible.

IMPLEMENTATION OF THE 2013 CURRICULUM IN TEACHING WRITING EXPLANATORY TEXTS USING CONCEPT MAPS IN INDONESIAN LANGUAGE LEARNING AT JUNIOR HIGH SCHOOL

Stanislaus Hermaditoyo — 2025-03-01

The 2013 curriculum in Indonesian language education explains learning based on texts. It can be said that the 2013 curriculum relies on texts, which is why it is referred to as a text-based curriculum. An explanatory text is a written explanation related to natural phenomena, social, cultural issues, and so on. Based on the journal that has been analyzed, the researcher found that students have not fully understood the structure and linguistic elements of explanatory texts and there is a lack of teaching methods that can stimulate ideas and creativity in writing explanatory texts. Therefore, in this study, the author introduces the concept map method as one of the methods that can overcome students' difficulties in writing explanatory texts. The aim of this research is to emphasize the implementation of the 2013 Curriculum in Teaching Explanatory Text Writing Using Concept Maps in Indonesian Language Learning at Junior High School. The method applied in this study is library research. The research data was obtained from articles sourced from journals. The results of the study show that from various journals that have been analyzed, it has been proven that the concept map method can help students fully understand the structure and linguistic elements in writing explanatory texts. With the concept map method, students are able to write an explanatory text. The concept map serves as an effective method in the learning process, thereby improving student knowledge in writing explanatory texts.

ARTIFICIAL INTELLIGENCE (AI) TOOLS IN WRITING CLASS: STUDENTS’ VIEW AND OBSTALCES

Sri Wahyu Murni

This study aims to find students’ view towards the implementation of Artificial intelligence (AI) in learning writing and its obstacles. Mixed method was used to conduct this research.the total population is 90 students. While, the sample of this study was thirty students of English Education Department, UIN Fatmawati Sukarno Bengkulu, Indonesia. It was just because only class C that the lecturer implemented Artificial intelligence application in public writing class. Thus, the sampling technique was purposive sampling. Questionnaire and interview were addressed as instruments to answer the research questions. The questionnaire was addressed to thirty students, while only fifteen students were interviewed. The data were analyzed quantitavely and qualitatively. For quantitative analysis, the data were analyzed by using simple calculation to know the percentage and mean score. For qualitative data analysis, coding was used for it. The result showed that students had positive responses towards the implementation of Artificial Intelligence in English speaking calss. However, few students faced several obstacles in applying in it when their writing English. Those obstacles were poor internet connection, incomplete feature of the AI application, language skill and psychological problem. In short, AI applications can be as one of media for students in learning writing because it helps them for writing, even though, those still have limitation

LEVERAGING PROJECT-BASED LEARNING: ENGLISH TEACHERS’ VIEWS ON ENHANCING SPEAKING SKILLS IN VOCATIONAL SETTINGS

Ayu Diana Cahya Ningtatia Putri Ayy — 2025-02-26

This research examines the implementation of Project-Based Learning (PBL) to enhance speaking skills in a vocational school in Lampung. The investigation utilises a subjective strategy, centring on English teachers' recognitions and encounters in utilising PBL. The considering points to investigate how English instructors see the viability of PBL in progressing professional students' talking abilities, recognize challenges in actualizing PBL, and report procedures and best hones utilised by instructors. The data were collected through in-depth interviews with English instructors at SMK Tri Sukses. The discoveries uncover that PBL essentially improves understudy inspiration and engagement in learning English. Instructors detailed adjusting ventures to particular professional settings, such as making application letters for bike-building understudies and realistic plan ventures for Mixed media understudies. Challenges included innovation impediments, which were tended to through coordination with school offices. The ponder highlights the significance of contextualising dialect learning to students' zones of skill and the vital part of instructor inspiration in effective PBL execution. Comes about show that PBL progresses not as it were students' talking abilities but moreover their by and large dialect capability and proficient competencies. This inquiry contributes to the understanding of PBL's viability in professional English instruction and gives viable bits of knowledge for teachers executing PBL in comparable settings. The discoveries propose that PBL, when custom fitted to particular professional needs, can make a more locks in and compelling learning environment for creating English talking abilities in professional instruction.

SUPPORT PROVIDED TO LECTURERS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ZIMBABWEAN TEACHERS’ COLLEGES

Rosemary Madzore — 2025-02-24

This study explores lecturer support in implementing inclusive education in Zimbabwean teacher colleges. Employing an interpretivist paradigm, a qualitative approach, and a case study design, 24 participants were purposively sampled, including three principals and 21 lecturers. The research drew on Sherman and Wood's classical liberal theory of equal opportunity, focusing on three colleges transitioning to inclusive education. Data were collected through interviews, focus groups, and document analysis, then analysed thematically. Findings reveal insufficient support for lecturers, compounded by non-inclusive infrastructure and a struggling national economy that fails to provide essential teaching resources. The Ministry of Education was found to inadequately assist lecturers in implementing inclusive curricula, leaving them to navigate significant challenges such as a lack of teaching materials. To enhance inclusive education in teacher colleges, the study recommends the provision of assistive aids and personalised learning materials. It also calls for further research to identify effective strategies for implementing inclusive education. These findings highlight the urgent need for systemic improvements to support lecturers and foster equitable educational opportunities.

STUDENTS' PERCEPTION OF THE USE OF DIGITAL STORYTELLING IN TEACHING READING NARRATIVE TEXT

deti sartika — 2025-02-25

This study investigates students' perceptions of digital storytelling as a pedagogical tool for teaching reading narrative texts, particularly in the context of English as a Foreign Language (EFL) education. With the increasing integration of technology in educational settings, digital storytelling has emerged as an innovative method that combines traditional storytelling with multimedia elements, thereby enhancing student engagement and comprehension. Conducted at SMAN 5 Lubuk Linggau, the research utilized a survey design to gather insights from EFL students regarding their experiences and attitudes towards digital storytelling. The findings reveal a predominantly positive perception among students, who believe that this method not only makes reading more enjoyable but also fosters a deeper understanding of narrative content. However, the study also uncovers concerns about the potential for disinterest among some students, highlighting the need for thoughtful implementation by educators. By tailoring digital storytelling experiences to align with students' interests and learning needs, educators can maximize its effectiveness and enrich the reading experience. The study contributes valuable insights into the role of digital storytelling in education, advocating for its continued exploration and integration to enhance student learning outcomes and engagement in reading narrative texts.