Indonesian Journal of Educational Development (IJED)

Transforming school budgets into instructional impact: Financial efficiency in teaching and learning

Lovi Aninda — 2026-02-15

Educational funding is increasingly expected to generate measurable instructional impact; however, many schools still struggle to translate available budgets into effective teaching and learning practices. This condition creates an urgent need for research that examines not only how much funding is provided, but how efficiently it is managed at the school level. This study aims to analyze how school budgets can be transformed into instructional impact through efficient financial management using an evaluative perspective. Employing a qualitative case study with a CIPP evaluation framework, the research was conducted at a public junior high school in Central Bengkulu, Indonesia. The population comprised school management and teachers, and participants were selected through purposive sampling to ensure information-rich data. Data were collected through semi-structured interviews, classroom observations, and document analysis using interview guides, observation protocols, and financial document checklists as research instruments. The findings reveal that instructional financial efficiency is achieved when participatory planning, disciplined implementation, reflective evaluation, and systematic follow-up operate coherently. The study offers novelty by applying the CIPP model specifically to instructional financing at the school level and providing empirical evidence linking budgets directly to classroom practices. It is recommended that schools institutionalize teacher participation in budgeting, strengthen evaluation mechanisms tied to instructional outcomes, and consistently use evaluation results to refine budgets.

Evaluating the alignment between needs and the availability of physical education, sports, and health facilities

Rifky Abrori — 2026-02-15

This study examines the alignment between ideal needs and the actual availability of Physical Education, Sports, and Health (PESH) facilities at the secondary school level. Adequate PESH facilities are essential to support safe, effective, and student-centered learning; however, many schools, particularly in resource-limited contexts, face persistent infrastructural constraints. The urgency of this research lies in the need to move beyond descriptive assessments of facility availability toward an evaluative understanding of gaps and policy responses. The study aims to identify the ideal PESH facility needs, assess actual facility conditions, analyze discrepancies between standards and practice, and examine school-level policies to address these gaps. A qualitative descriptive approach was employed using the Discrepancy Evaluation Model (DEM). The research population consisted of school leaders, PESH teachers, and facility management staff, with participants selected through purposive sampling based on their roles and involvement in facility management. Data were collected through observations, interviews, and document analysis. The findings reveal low to moderate alignment between ideal standards and actual provision, with significant gaps in facility quantity, quality, supporting infrastructure, and maintenance systems. Despite these limitations, PESH learning continues through adaptive instructional strategies and collaboration with external stakeholders. The study recommends strengthening needs-based facility planning, establishing systematic maintenance procedures, and developing specific school-level policies to support sustainable PESH facility development. The study concludes that improving PESH learning quality requires systematic facility planning and targeted policy frameworks to progressively reduce discrepancies and ensure sustainable educational development.

Data-enhanced supervisory practices for advancing teacher professional competence

Yunita Daniati — 2026-02-15

This study was conducted to explore how data-enhanced supervisory practices evaluated through the CIPP (Context, Input, Process, Product) model can strengthen decision-making and improve teacher professional competence. This research employed a qualitative approach using the CIPP evaluation model. Participants were selected through purposive sampling, involving the principal, vice principal for curriculum, and teachers who had directly experienced data-based academic supervision at Senior High School 1 Central Bengkulu. Data were obtained through interviews, observations, and document analysis. Triangulation ensured data validity, while thematic analysis examined supervisory practices, teacher responses, and teacher professional competence outcomes. Findings reveal that data-enhanced supervision enables more precise identification of teacher challenges and facilitates evidence-based feedback. The CIPP analysis showed that contextual readiness is strong; however, input components, particularly digital competence and technical support, require further strengthening. Process evaluation indicated consistent use of data during supervision, while product evaluation demonstrated improvements in instructional planning, classroom management, reflective practice, and accountability. Teachers showed increased motivation and awareness of professional competence, and schools benefited from systematic monitoring of instructional quality. The study concludes that integrating data into supervisory practices significantly enhances teacher professional competence. It is recommended that schools strengthen supervisors' data literacy, improve digital infrastructure, and institutionalize data-based supervision as a sustainable professional development strategy to support long-term educational improvement.

Free nutritious school meals: Effects on student well-being and learning

Dedy — 2026-02-15

Students in many parts of Indonesia continue to face challenges such as hunger, low concentration, and unequal access to adequate nutrition, which negatively affect learning readiness and academic engagement. This study examines the implementation of the Free Nutritious School Meal Program and its implications for student well-being and learning in a public vocational high school in Bengkulu City, Indonesia. The study addresses the urgency of understanding how school feeding policies are operationalized at the school level to respond to students' nutritional and learning needs. A qualitative descriptive approach was employed, with data collected through observations, semi-structured interviews, and document analysis. The study involved purposively selected participants, including school leaders, teachers, students, and parents. The findings indicate that the program has been implemented through structured stages of preparation, distribution, supervision, and evaluation, contributing to improved student energy levels, learning engagement, healthy behaviors, and discipline. However, challenges related to logistics, staffing, infrastructure, and communication with food providers were identified. The study recommends strengthening school management capacity, improving infrastructure, and developing evidence-based monitoring systems to enhance program sustainability and effectiveness.

Evaluation of multigrade teaching implementation at CLC SLDB Inandung TKB Punteh in Sabah, Malaysia

Nur Hariri — 2026-02-15

This study aims to evaluate the implementation of multigrade teaching at CLC SLDB Inandung TKB Punteh in Sabah, Malaysia, by employing the CIPP evaluation model (Context, Input, Process, Product). A qualitative approach was employed. Participants were selected through purposive sampling, involving teachers, students, and local stakeholders directly engaged in multigrade instruction. Participants were selected through purposive sampling, involving teachers, students, and local stakeholders directly engaged in multigrade instruction. The findings indicate that, in the context component, multigrade teaching is a strategic response to the educational needs of children of Indonesian migrant workers living in remote plantation areas. In the input component, teacher qualifications vary, and learning facilities remain limited, although strong teacher commitment supports instructional continuity. The process component reveals adaptive classroom management through integrated thematic instruction, flexible grouping, and time management despite limited instructional media. The product component shows positive impacts on access to education, learning motivation, attendance, and student character development, although academic achievement, particularly in literacy, numeracy, and basic technology use, still requires improvement. Based on these findings, strengthening teacher capacity and improving learning facilities are recommended to enhance the sustainability and quality of multigrade instruction in community-based education settings.

Designing ESD-integrated outdoor learning to enhance students' systems thinking skills

Duhita Savira Wardani — 2026-02-15

This study aimed to develop and examine the feasibility and preliminary effectiveness of an Education for Sustainable Development (ESD)-integrated outdoor learning design to enhance students' systems thinking skills in science classrooms, responding to the urgent need for instructional approaches that address students' limited ability to understand complex sustainability issues at the primary education level. The study employed a Design and Development (D&D) research approach, consisting of needs and context analysis, design development, expert validation, and limited implementation. The study involved 200 elementary school students selected through purposive sampling from public schools representing diverse learning contexts. Research instruments included validation sheets, learning implementation tools, and a systems thinking test. Data were analyzed using descriptive statistics, Percentage Agreement (PA) for reliability, paired difference testing, and N-gain analysis. The results indicated that the developed design, learning worksheets, and instruments were highly valid and reliable. Limited evaluation results indicated a significant improvement in students' systems-thinking skills, with a moderate N-gain score. These findings suggest that ESD-integrated outdoor learning can foster a holistic understanding of sustainability issues. It is recommended that future studies implement large-scale programs and investigate the long-term impacts on sustainability-oriented behaviors.

Understanding bullying experiences and student well-being in rural primary schools

Evana Rizqoh — 2026-02-15

Bullying remains a recurring challenge within school environments, shaping children's emotional and academic well-being in complex ways. In Indonesia, particularly in rural primary school contexts, limited research has examined how children themselves interpret and make sense of their bullying experiences. This study aims to explore the forms of bullying experienced by rural primary school students and to examine how these experiences influence their emotional and academic well-being. Adopting a qualitative phenomenological design, this study involved six children aged 10–12 years who had experienced bullying in rural primary schools. Data were generated through semi-structured interviews with children, supported by interviews with teachers and parents, as well as classroom and playground observations. The data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that bullying is experienced through verbal, physical, and social practices embedded in everyday peer interactions. These experiences negatively affect children's emotional well-being, manifested in fear, anxiety, emotional suppression, and social withdrawal, and undermine academic well-being through reduced motivation, concentration, and self-confidence. Supportive relationships with teachers, parents, and peers emerged as important protective factors that helped children sustain emotional stability and engagement in learning. This study highlights the importance of developing context-sensitive and supportive interventions to address bullying and promote student well-being in rural primary school settings.

Effectiveness of guided inquiry learning and self-regulated learning on students' numeracy skills

Mahsup — 2026-02-15

Numeracy is a fundamental competency for university students, particularly in education-related programs. However, evidence shows that numeracy performance in Indonesia remains relatively low, highlighting the urgency of identifying effective instructional and learner-related factors that support numeracy development in higher education. Previous studies have often examined instructional approaches and learner characteristics separately, resulting in a limited understanding of their combined influence at the tertiary level. Therefore, this study aims to examine the influence of guided inquiry learning and self-regulated learning on students' numeracy skills. Using a quantitative correlational design, data were collected from 50 undergraduate students purposively selected from the Mathematics Education and Elementary Teacher Education programs. The inclusion criteria focused on students who had completed courses related to instructional strategies and mathematical reasoning. Data were obtained through validated Likert-scale questionnaires and analyzed using multiple linear regression. The results show that guided inquiry learning and self-regulated learning significantly predict numeracy skills (F = 96.923, p < .001). These findings indicate that numeracy development becomes more effective when inquiry-oriented instruction is supported by strong self-regulated learning capacities. Accordingly, this study recommends integrating guided inquiry learning with self-regulated learning strategies to strengthen numeracy competencies in higher education.

The effectiveness of ethnopedagogy in revitalising local wisdom in formal education: A phenomenological review

Uswatun — 2026-02-15

Ethnopedagogy is an educational approach grounded in culture that plays an important role in preserving local wisdom amid the challenges of globalisation. This study aims to describe the integration of local cultural values into the learning process and culture-based school programmes, explain the role of ethnopedagogy in shaping students' character and strengthening their cultural identity, and identify forms of collaboration between schools and communities to support the sustainability of local wisdom-based learning. This study used a qualitative phenomenological approach and was conducted at one of the public elementary schools in West Lombok Regency. The research subjects included the principal, teachers, community leaders, and 30 students in grades V and VI. Data was obtained through observation, interviews, and documentation, then analysed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that ethnopedagogy is effective through Cultural Saturday activities, batik making, and Gendang Beleq drumming, which instil character values and a sense of cultural pride. The incorporation of local wisdom into Civics and Science lessons increases student motivation and understanding, while cooperation between schools and the community supports the sustainability of culture-oriented learning. A comparative analysis of informants' perspectives reveals heterogeneous learning experiences: male students are more interested in traditional Gendang Beleq music, while female students are more interested in batik and dance activities. Ethnopedagogy can be an effective educational approach for strengthening character education, preserving local culture, and developing contextual learning rooted in national cultural values.

The effect of blended microlearning soil analysis practicum on students' learning outcomes in Geography

Yurotul Aidah — 2026-02-15

High schools with limited instructional resources require learning approaches that are both effective and practical. This study investigated the effectiveness of a blended microlearning model in improving students' learning outcomes during a soil analysis practicum in Geography. A quasi-experimental posttest-only control-group design was used with 59 Grade XI Social Science students at SMA Diponegoro Tumpang. Two classes were selected through purposive sampling: an experimental group (n = 30) that received blended microlearning instruction and a control group (n = 29) that followed conventional practicum-based learning. Data were collected using a cognitive achievement test, a psychomotor performance rubric, and a learning motivation questionnaire. The results show that students in the experimental group achieved a higher mean score (M = 87.3) than those in the control group (M = 79.3). Analysis using the Mann-Whitney U test indicated a statistically significant difference between the two groups (p = .019). These findings demonstrate that blended microlearning effectively enhances students' cognitive understanding, practical skills, and learning motivation in geography practicums. Therefore, this study recommends adopting microlearning-based blended strategies as a low-cost, feasible instructional alternative for schools with limited educational resources.

AI-enhanced flipped classroom design thinking to improve self-efficacy in open distance learning

Gede Suwardika — 2026-02-15

Self-efficacy is a critical determinant of learner success in Open and Distance Learning (ODL), where limited interaction and tutor-centred instruction may weaken confidence and autonomy. This study examines how progressively scaffolded learning designs improve self-efficacy by comparing a Conventional Tutorial, a Flipped Classroom with Design Thinking (FCDT), and an AI-enhanced FCDT-AI model. Using a within-subjects repeated-measures design, 26 undergraduate ODL students recruited through purposive sampling experienced all three conditions in a counterbalanced sequence. Self-efficacy was measured with a validated 34-item scale, complemented by reflection logs. Quantitative analysis (Greenhouse–Geisser–adjusted repeated-measures ANOVA) showed a significant, monotonic increase in self-efficacy from the Conventional Tutorial to FCDT and FCDT-AI (p < .001). Mean scores rose from 77.79 to 80.99 and 85.05, respectively, with decreasing coefficients of variation indicating more stable confidence under higher scaffolding. Qualitative findings reinforced this progression: students described tutor dependence and uncertainty under the Conventional Tutorial, greater autonomy and structured mastery under FCDT, and the strongest, most consistent confidence under FCDT-AI due to AI-supported guidance. These results demonstrate that structured flipped design-thinking models, strengthened by generative AI scaffolding, can substantially enhance self-efficacy in ODL contexts. Future studies should investigate long-term effects across larger and more diverse learner populations.

Developing critical reading behaviors through guided close reading of research articles

Sinarman Jaya — 2026-02-15

The ability to construct well-reasoned arguments remains a challenge for many EFL undergraduates engaged in academic reading and writing. This study examines how guided close reading of research articles supports the development of critical reading behaviors and research-based academic writing. Using a mixed-methods design, the study was conducted in a Research in ELT course involving 24 fifth-semester EFL students selected through intact-class sampling. Data were collected through think-aloud protocols, reading logs, classroom observations, and two stages of academic writing drafts. Quantitative data were analyzed descriptively and through paired sample comparisons, while qualitative data were thematically coded to capture analytical, evaluative, and metacognitive reading behaviors. The findings indicate a shift from surface comprehension toward deliberate engagement with claims, evidence, assumptions, and reasoning. These changes were reflected in clearer argument structures and improved integration of evidence in students' writing. The study recommends integrating guided close reading into academic literacy courses to strengthen critical reading and research-based writing practices.

Development of Android-based interactive applications to stimulate children's cognitive development

Andi Agusniatih — 2026-02-15

Early childhood cognitive development requires engaging learning media. However, many PAUD classrooms still rely on monotonous activities that reduce children's motivation and limit cognitive progress. This study aimed to develop an Android-based interactive learning application to stimulate early childhood cognitive development, particularly in recognizing colors, geometric shapes, and sizes. The study used a research and development method based on the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The population comprised children at RA Al Ikhlas Birobuli. Participants for the classroom trial were selected through purposive sampling, focusing on children who took part in the learning activities during the implementation stage. Data were collected using observation sheets to measure learning engagement and cognitive performance, expert validation questionnaires to assess media and material feasibility, and cognitive tests in the form of a pretest and posttest to measure learning outcomes. Expert validation results indicated that the application was highly feasible, with a media feasibility score of 95% and a material feasibility score of 92%. Classroom implementation showed a significant improvement in children’s cognitive abilities, as indicated by higher posttest scores than pretest scores and a p-value of 0.000. The application includes interactive features such as visual animations, sound effects, game-based tasks, and a reward system, which increased engagement and motivation and supported constructivist principles that emphasize active and multisensory learning. In conclusion, the Android-based interactive application is effective, practical, and innovative for supporting early childhood cognitive development. It is recommended that PAUD teachers use this application as complementary learning media. Future studies should involve larger and more diverse samples and evaluate long-term learning retention and usability across different devices.

The Kirkpatrick model is utilized in Indonesian language-literature training programs for madrasa teachers in West Java

Faizal Arvianto — 2026-02-15

An evaluation is required to determine whether a program has achieved its objectives. This process involves collecting data to inform decisions on whether the program should be continued, discontinued, or revised. This article evaluates the Indonesian Language and Literature Learning Evaluation Training program for madrasa teachers in West Java, employing the four levels of the Kirkpatrick evaluation model: reaction, learning, behavior, and results. Primary data were collected from training participants, while secondary data were obtained from evaluation tools created by the participants. Sampling was conducted using saturated and convenience sampling, with data collected via questionnaires, tests, and document analysis. The results indicate a positive reception from participants (reaction), a significant increase in cognitive scores from pre-test to post-test by 37.25% (learning), and a high rate of knowledge transfer, with 82% of participants producing highly appropriate evaluation instruments (results). These findings demonstrate that the training effectively bridged the gap between theoretical knowledge and classroom implementation. Based on these outcomes, the authors provide recommendations for program sustainability, including optimized scheduling, module development, intensive monitoring, and the establishment of periodic evaluation success criteria.

The influence of organizational culture, work-life balance, and occupational health on teacher performance

Sri Utaminingsih — 2026-02-15

This study examines the influence of organizational culture, work–life balance, and occupational health on the performance of early childhood education teachers in South Tangerang City. Strengthening teacher performance in PAUD institutions is increasingly urgent due to rising academic workloads, administrative demands, and institutional expectations. The research aims to analyze both the partial and simultaneous effects of the three independent variables on teacher performance. A quantitative survey design was employed, involving 30 PAUD teachers selected through simple random sampling. Data were collected using a 46-item Likert-scale questionnaire and analyzed using multiple linear regression. The findings reveal that work–life balance has a significant positive effect on teacher performance, while organizational culture and occupational health do not show significant partial effects. However, the three variables collectively exert significant influence, with an R² of 0.261, indicating that they explain 26.1% of the variance in teacher performance. These results underscore the critical role of maintaining a balanced interaction between work responsibilities and personal life in enhancing teacher performance. The study concludes that institutions should provide structured support, reduce administrative burdens, and foster consistent work culture and occupational health measures to promote optimal performance and professional well-being among PAUD teachers.

Coaching-based academic supervision to enhance teachers' pedagogical competence

Rini Susanti Gulo — 2026-02-15

Conventional academic supervision often remains administrative and less effective in supporting teacher growth. Coaching offers a reflective and collaborative alternative that empowers teachers through partnership and constructive feedback. This study investigates the construct of coaching-based academic supervision, identifies critical success factors, and analyzes its impact on teachers' pedagogical competence. A qualitative descriptive design involving a population of teachers and school principals from three public junior high schools in Simeulue Regency, with a sample of 15 participants selected through purposive sampling (three principals and twelve teachers), was employed. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive qualitative model consisting of three stages: data reduction, data display, and conclusion drawing. The findings revealed that coaching was implemented through three reflective and dialogic stages, namely pre-observation, observation, and post-observation. Its effectiveness was supported by teacher empowerment, collaborative leadership, a reflective culture, and openness to feedback, which led to improved lesson planning, innovative teaching strategies, and better classroom management. Based on these findings, it is recommended that schools institutionalize reflective coaching practices, provide continuous professional development for supervisors, and build a supportive school culture that fosters open dialogue and collaborative learning.

Participatory leadership to improve teacher performance motivation in junior high schools

Lenawati — 2026-02-15

Teacher motivation is a common problem found in all schools. This must be addressed in order to achieve the best possible educational outcomes. Therefore, the role of the head teacher is key in creating a conducive educational environment. This study aims to analyse the impact of the implementation of participatory leadership by school principals on performance motivation at SMPN 1 Krueng Sabee and SMP Unggul Calang. This study uses a qualitative approach, including in-depth interviews, participatory observation, and documentary analysis, with two school principals, two deputy principals, and eight teachers. The study's results show a positive and significant relationship between participatory leadership and teacher motivation. Teacher participation in decision-making, clear delegation of authority, discipline, two-way communication, and competency development can substantially increase teachers' dedication, sense of belonging, and enthusiasm in their work. It was concluded that the participatory leadership style model is effective in increasing teachers' intrinsic motivation and performance. The practical implications of this study emphasise the importance of school principals adopting a more collaborative approach in school management.

Branding and media promotion strategies to enhance public interest in public high schools

Hasri Hidayat — 2026-02-15

Branding and Media Promotion Strategies to Enhance Public Interest in Public High Schools. Rapid technological advancements and significant population growth are reshaping communication patterns, preferences, and societal behavior. This presents challenges for schools in effectively conducting outreach and promotion amidst increasingly fierce competition among educational institutions. This study aims to analyze Branding and Media Promotion Strategies to Enhance Public Interest. The research method used was a descriptive qualitative approach, with data collection techniques including passive participant observation, semi-structured interviews, and documentation. Research shows that branding strategies are implemented through the development of a structured promotional program timeline, ensuring each activity is documented and serves as an ongoing promotional tool. The curriculum governance strategy developed is not only oriented towards achieving national competency standards but is also tailored to local needs and student potential. This way, the curriculum becomes flexible and relevant, improving the quality of education and encouraging the achievement of more optimal learning objectives. These findings recommend that schools continue to optimize the use of technology media, strengthen collaboration, and adapt the curriculum to local needs as a sustainable branding strategy.

Strategies to improve teacher competence in elementary schools through information technology-based learning

Hafsah — 2026-02-15

This study aims to explain IT Training for teachers, the availability of adequate facilities and infrastructure, and Structural support from the school. This study uses a descriptive qualitative approach to map the competencies of elementary school teachers in information technology. Primary data in this study were obtained through observations in schools and through internet searches (Google). This research was conducted at SDN 2 Sampoiniet. The population used in this study totaled 10 (ten) people, consisting of the principal and teachers. The object of this research is Information Technology-Based Learning. Data analysis techniques using the Miles and Huberman approach, which consists of three steps: (1) presenting findings, (2) describing patterns and trends, and (3) understanding the underlying meaning. The research results show that improving teacher competence in Elementary Schools is crucial. Improving teacher competence cannot be done carelessly. A sustainable strategy is needed, such as training programs that focus on using technology in education, professional development, and teacher collaboration. Access to digital resources and institutional support is also very important for ensuring that teachers can adapt to change and use technology to the fullest.

Effective strategies for developing school organizational culture by junior high school principals

Nurul Aflah — 2026-02-15

School organizational culture has a strategic role in character development, work ethic, and the quality of education. However, many junior high schools still face challenges, including low discipline, limited teacher participation, and a weak culture of leadership and collaboration. This study aims to analyze and describe the strategies school principals use to develop an effective school organizational culture at the junior high school level. This study uses a descriptive qualitative design with a case study method at SMP Negeri 1 Teunom. Data were collected through interviews, observations, and documentation of the principal, teachers, and educational staff, then analyzed through a process of reduction, data presentation, and conclusion. The results of the study show three main strategies: (1) strengthening religious and academic literacy culture to shape the religious and intellectual character of the school community; (2) exemplary behavior, communication, and responsibility; and (3) the application of collaborative, transformational, and managerial leadership styles that encourage participation, innovation, and professionalism among teachers. These three strategies create an adaptive, disciplined, and quality-oriented organizational culture. This study contributes to strengthening educational leadership theory and provides practical recommendations for principals on creating a collaborative, character-building work environment.