Indonesian Journal of Educational Development (IJED)

Development and validation of multimedia-based learning product instruments: SEM and Rasch model approaches

Sofyan, Erisa Kurniati, I Wayan Widana, Sabariah, Mazni binti Muhammad — Wed, 20 May 2026 00:00:00 +0000

Despite the rapid expansion of multimedia-based learning in education, the availability of psychometrically validated evaluation instruments remains limited, underscoring the urgent need for reliable, standardized measurement tools. This study aims to develop and validate a multimedia-based learning product evaluation instrument that measures three main constructs: feasibility, practicality, and attractiveness. The study used an instrument development design with an integrated psychometric approach that combines classical measurement theory (Classical Test Theory), Structural Equation Modeling (SEM), and the Rasch Model. Content validity was assessed using expert judgment, as measured by Aiken's V coefficient and the Content Validity Ratio (CVR). Construct validity was tested through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural analysis was conducted to examine the relationships between constructs, and multi-group analysis (teachers and students) was conducted to test model invariance. Data were collected from 257 respondents, comprising 153 students and 104 teachers. The results showed that the instrument had high content validity (mean Aiken's V = 0.89), very high reliability (α = 0.93), and a good measurement model fit (CFI = 0.96; RMSEA = 0.054). Rasch analysis showed item reliability of 0.96, and no serious misfit was found. Multi-group analysis showed the model was invariant between teachers and students. Thus, this instrument meets modern psychometric standards and is suitable for use in evaluating multimedia-based learning products.

A rational decision-making learning model to enhance elementary students' environmental understanding

Galih Dani Septiyan Rahayu, Asep Kurnia Jayadinata, Jajang Bayu Kelana — Wed, 20 May 2026 00:00:00 +0000

Environmental literacy is a critical competency for elementary students, yet many pedagogical approaches lack structured frameworks connecting environmental issues to real-world decision-making. This study aimed to enhance students' environmental understanding through a rational decision-making learning model supported by interactive digital multimodal teaching materials based on socioscientific issues (SSI). A pre-experimental one-group pretest–posttest design was employed with 75 fifth-grade students in Cimahi City, West Java, selected through purposive sampling. Data were collected using a validated environmental understanding test that measured knowledge of causes, impacts, and solutions to environmental problems, and were then analyzed using Wilcoxon tests. Results showed a statistically significant improvement in students' environmental understanding. The model enabled students to think systematically by connecting causes, consequences, and solutions to environmental problems, while promoting critical reasoning and active engagement in learning. These findings suggest that integrating decision-making frameworks with multimodal SSI materials can effectively support environmental literacy in primary education. Future studies should apply this model across broader populations and examine its long-term impact on students' environmental attitudes and behavior. This study is limited to fifth-grade students in a single city; thus, its generalizability requires further investigation.

Enhancing fifth-grade reading skills through RADEC and QuizWhizzer

Ardita Putri Chahyani , Nur Latifah — Wed, 20 May 2026 00:00:00 +0000

Reading ability remains a major issue in Indonesian primary schools, as reflected in students' low performance on global literacy assessments. This issue is frequently related to teacher-centered education and insufficient utilization of engaging digital learning resources. This study examines the effect of integrating the RADEC learning model with the QuizWhizzer platform on fifth-grade students' reading comprehension. The research population comprised fifth-grade children at SDN Tengah 07 Jakarta, and saturation sampling was used, with all students serving as research participants and separated into an experimental and control group. Pretests and posttests were administered using multiple-choice reading comprehension test instruments that included literal, inferential, critical, and creative features. Due to non-normal data distribution, the Wilcoxon signed-rank test was applied for analysis. The findings indicate improvement in both groups, with significantly greater gains in the experimental group. These findings demonstrate the usefulness of integrating structured learning models with interactive digital media in increasing engagement and understanding through active involvement and collaboration. Future research should investigate larger samples and longer implementation periods, as well as the incorporation of comparable digital platforms, to increase reading instruction in elementary school.

An analysis of elementary students' ecological literacy growth within science project-based learning

Sarah Fazilla, Yulia Santi, Annisaturrahmi — Wed, 20 May 2026 00:00:00 +0000

Ecological literacy is not only environmental knowledge but also a critical mindset that integrates science, ethics, and action. This mixed-method analysis analyzes the ecological literacy skills of PGMI students in the science course through project-based learning (PBL). Data were collected through tests, interviews, and observations, then analyzed quantitatively and qualitatively using a triangulation approach. Test results indicated strong performance on indicators of ecological knowledge, systematic thinking, ecological empathy, and critical-evaluative thinking, but only adequate performance on the action indicator. These findings align with the interviews and observations: the majority of prospective teachers possess good ecological knowledge, as evidenced by PjBL projects that use eco-friendly materials and demonstrate adequate critical thinking, yet concrete actions in the environment remain underdeveloped. The recommendations of this study are to strengthen community-based campus programs, such as environmental internships and collaborations with elementary schools, to implement concrete actions, so that ecological literacy has a tangible impact on the community and learning in elementary schools.

Effectiveness of Kahoot-assisted PBL on the rapid reading ability of SLB students in Nias

Wed, 20 May 2026 00:00:00 +0000

Speed-reading ability among students with special needs remains low, with most reading below the expected standard. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Kahoot in improving students' speed-reading ability. A quasi-experimental design with a pretest-posttest control group was employed. The population consisted of students from five special schools (SLB) in Nias Regency. A total of 97 students were selected using purposive sampling and divided into an experimental group (n = 49) and a control group (n = 48). Data were collected through reading speed tests, observation sheets, and student engagement questionnaires. The instruments were validated prior to use. Data were analyzed using PLS-SEM with SmartPLS 4.0. The results indicate that the PBL-Kahoot model significantly improves students' speed-reading ability. Student engagement plays a mediating role, and the model explains a substantial proportion of variance in reading performance. The intervention shows varying effectiveness across different types of special needs, with higher gains observed in certain groups. In conclusion, the integration of PBL and Kahoot effectively enhances speed reading ability through increased student engagement. It is recommended that teachers adopt technology-assisted, student-centered learning models and adapt them to students' specific needs.

Intellectual stimulation in transformational school leadership and teachers' self-efficacy

Fitri Yanti, Doni Subrata, Aubray Mariel Ariestho, Desi Surlitasari Dewi — Wed, 20 May 2026 00:00:00 +0000

This study examines intellectual stimulation in transformational school leadership and its relationship with teachers' self-efficacy. Although transformational leadership has been widely studied, limited research has examined intellectual stimulation as a distinct dimension and its contribution to teachers' self-efficacy, particularly in Indonesian public secondary schools. Grounded in transformational leadership theory and Bandura's self-efficacy framework, this study aimed to investigate that relationship and explain how such leadership is enacted in school practice. Employing a mixed-methods explanatory sequential design, quantitative data were collected from all 52 teachers through structured questionnaires that measured principals' intellectual stimulation and teachers' self-efficacy, using total sampling, and were analyzed using descriptive statistics and linear regression. Qualitative data were obtained through semi-structured interviews with 10 voluntarily selected teachers and were analyzed thematically. The quantitative findings indicate a significant positive relationship between principals' intellectual stimulation and teachers' self-efficacy. Qualitative results reveal that intellectual stimulation is manifested through encouragement to try new teaching methods, support during experimentation and failure, opportunities for professional dialogue, freedom to express alternative ideas, and the creation of psychological safety. The study concludes that intellectually stimulating leadership strengthens teachers' confidence, professional agency, and instructional improvement. These findings recommend that school principals foster psychologically safe and intellectually supportive environments to enhance teacher self-efficacy and sustainable school development.

Development of online learning modules to improve lecturers' digital literacy skills and teaching creativity

Wed, 20 May 2026 00:00:00 +0000

This research is motivated by low levels of digital literacy and limited creativity in teaching among lecturers, as well as the significant obstacles encountered in online learning at the Faculty of Teacher Training and Education, Universitas Primagraha. The purpose of this study is to analyze the needs, develop, and test the feasibility and effectiveness of a Digital Literacy E-Module for lecturers. Using the Research and Development (R&D) method within the ADDIE model, this study involved the entire population of FKIP lecturers, with 36 respondents selected through purposive sampling. Data collection techniques included observation, questionnaires, and tests, using instruments such as expert validation sheets, user response questionnaires, and learning outcome test questions. The results indicated that the E-Module is categorized as "Highly Feasible," with an average validation score exceeding 84%, and demonstrated moderate effectiveness, as indicated by an N−Gain score of 0.62. It is concluded that this E-Module is effective in enhancing lecturers' digital literacy and teaching creativity to support the quality of online learning within Universitas Primagraha. It is recommended that the institution integrate this module into continuous professional development programs for lecturers to ensure the quality of adaptive online learning.

Enhancing students' digital literacy through digital-based classroom management in informatics learning

Devi Sylvianica, Sudarwan Danim, Azizatul Khairi — Wed, 20 May 2026 00:00:00 +0000

This study examines digital-based classroom management to enhance students' digital literacy in Informatics learning. The rapid expansion of educational technology requires structured classroom strategies that systematically foster multidimensional digital competencies rather than merely support content delivery. This research aims to analyze how digital-based classroom management through the 1 Cerdas Application enhances students' digital literacy competencies. A descriptive qualitative approach was employed in a public lower secondary school involving school leaders, Informatics teachers, and students selected purposively. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using an interactive qualitative model consisting of data condensation, data display, and conclusion drawing. The findings indicate that structured platform-based management improved students' technical proficiency, collaborative engagement, creative digital production, information evaluation skills, and ethical technology awareness, although infrastructure instability and varied digital readiness remained challenges. The study concludes that digital-based classroom management serves as a systemic pedagogical strategy for strengthening digital literacy and recommends continuous infrastructure improvements and teacher professional development to sustain the effectiveness of innovation.

Ethical role modeling as a leadership strategy for inclusive education development

Sulastri, Rambat Nur Sasongko, Muhammad Kristiawan — Wed, 20 May 2026 00:00:00 +0000

This study examines ethical role modeling of the school principal as a strategic driver in the development of inclusive education. Inclusive education requires not only structural readiness but also ethical leadership capable of fostering equitable learning environments; however, prior studies have predominantly emphasized pedagogical and infrastructural aspects rather than leadership exemplarity. This research aims to explore how ethical role modeling is enacted, experienced, and institutionalized in inclusive school practices. A qualitative phenomenological design was employed, conducted at a public junior secondary school implementing inclusive education. Participants were selected through purposive and snowball sampling, including the principal, teachers, administrative staff, and students. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using qualitative descriptive procedures involving data reduction, categorization, and conclusion drawing. Findings reveal that ethical leadership is manifested through fairness, empathy, and moral responsibility, operationalized via behavioral consistency, disciplinary modeling, and value-based communication. These practices institutionalize inclusive policies, strengthen pedagogical readiness, and improve resource facilitation, thereby impacting inclusive school culture, teacher professionalism, and student participation. The study concludes that ethical role modeling functions as a moral institutional bridge, transforming inclusive values into sustainable educational practice. Therefore, leadership development programs and inclusive education policies should prioritize ethical exemplarity as a foundational competency to ensure sustainable and culturally embedded inclusive school transformation.

The effect of AI-Optimized project-based learning on digital pedagogical readiness

Hariyono, Umi Hidayati, Suharto — Wed, 20 May 2026 00:00:00 +0000

The integration of artificial intelligence (AI) in higher education has increased the demand for students' digital pedagogical readiness, particularly in economics education. This study examines the effect of AI-Optimized Project-Based Learning (AI-PjBL) on Digital Pedagogical Readiness (DPR) among undergraduate students. A quantitative approach was employed, involving 102 undergraduate students from the Economics Education and Management programs at Universitas Nusantara PGRI Kediri, using a purposive sampling technique. Data were collected using validated instruments and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The measurement model demonstrated strong reliability and validity, with factor loadings ranging from 0.77 to 0.90, Composite reliability values above 0.96, and Average Variance Extracted exceeding 0.67. Structural model analysis revealed that AI-PjBL had a strong and significant effect on DPR, indicated by a path coefficient of β = 0.79. The coefficient of determination (R² = 0.63) indicates that 63% of the variance in digital pedagogical readiness is explained by AI-PjBL, while the effect size (f² = 1.52) indicates a very large effect. These findings indicate that AI-PjBL effectively enhances students' technological readiness, pedagogical design ability, and reflective digital competence. The study highlights AI-PjBL as a promising instructional approach for strengthening digital pedagogy in economics education.

Exploring AI prompting and peer feedback in EFL paragraph writing

Wed, 20 May 2026 00:00:00 +0000

This study investigated the integration of Artificial Intelligence (AI) prompting with peer feedback in the development of paragraph-writing skills in an English as a Foreign Language (EFL) context. Carried out over a semester at a private university in Indonesia, the research involved 37 undergraduate learners. In most cases, learners responded to feedback without AI help and used AI without intervention. Interestingly, nine participants completed all the necessary tasks involving integrating AI with peer feedback in an EFL writing paragraph. Learners used AI to compare their own feedback and subsequently engaged in peer discussion before finalising the draft. Using a descriptive qualitative approach with thematic analysis, data were gathered through observations and questionnaires. The findings indicate that learners developed self-confidence in expressing their ideas through writing and became more self-reliant after completing paragraphs. The process also fostered natural collaboration, although communication among learners remained limited. Learners were able to construct meaningful sentences using simple vocabulary. Additionally, the integration of AI-generated results, enhanced by personalised feedback, supported learning, fostered harmony among learners, and developed reflective skills.

Mathematical critical thinking in ethno-controversial problems: A logical-mathematical intelligence perspective

Wed, 20 May 2026 00:00:00 +0000

Mathematical critical thinking ability is a crucial skill that should be developed in mathematics education, particularly in addressing complex and contextual problems. This study aims to describe the mathematical critical thinking skills of Grade 10 senior high school students in solving ethno-controversial mathematical problems viewed from the level of logical–mathematical intelligence. This study employed a descriptive qualitative approach, with 6 grade 10 students from SMA Negeri 2 Singaraja as subjects, selected based on high, medium, and low levels of logical–mathematical intelligence. Data were collected through a written test based on ethno-controversial problems, a logical–mathematical intelligence questionnaire, semi-structured interviews, and documentation of students' work. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, referring to the indicators of mathematical critical thinking, namely interpretation, analysis, evaluation, and inference. The results of the study indicate that students with high logical–mathematical intelligence consistently meet most indicators of mathematical critical thinking, although they still show shortcomings in systematically presenting conclusions. Students with moderate logical–mathematical intelligence demonstrate fairly good mathematical critical thinking abilities in the indicators of interpretation and analysis; however, they still experience difficulties in the indicators of evaluation and inference. Meanwhile, students with low logical–mathematical intelligence show limitations in almost all indicators of mathematical critical thinking. These findings suggest the need for differentiated instructional strategies tailored to students' levels of logical–mathematical intelligence.

Financial decentralization in vocational schools: A BLUD governance study

Yeni Triani, Manap Somantri, Asti Putri Kartiwi — Wed, 20 May 2026 00:00:00 +0000

This study examines the implementation of financial governance in vocational secondary schools operating under the Regional Public Service Agency (BLUD) framework as part of Indonesia's educational decentralization reform. The research is grounded in the urgency to strengthen institutional autonomy, financial flexibility, and industry relevance in vocational education amid increasing demands for production-based learning and for the development of factory teaching. The study aims to analyze policy implementation, financial planning, operational management, evaluation mechanisms, and governance follow-up practices within BLUD-based schools. A qualitative descriptive approach was employed using a multi-site case study design involving four vocational schools. The research population comprised BLUD-designated vocational schools in Bengkulu Province, from which four schools were purposively selected based on implementation duration, variation in governance performance, and production unit readiness. Research participants included principals, BLUD financial managers, vocational teachers, and representatives from the education office. Data were collected through semi-structured interviews, non-participant observations, and analysis of institutional documents, using validated interview guides and observation protocols. Data were analyzed using the CIPP evaluation model supported by interactive data analysis techniques. The findings indicate that BLUD governance has been implemented in a structured manner, enabling flexible financial management, strengthening teaching factory operations, and enhancing experiential learning. Evaluation systems and follow-up actions were found to reinforce accountability in governance and institutional learning. The study concludes that BLUD financial autonomy contributes positively to the quality of vocational education when supported by participatory governance, managerial competence, and sustainable evaluation. It is recommended that policymakers strengthen capacity-building programs, participatory financial literacy, and performance-based monitoring systems to optimize outcomes of BLUD implementation.

Gender fairness in measuring student agency: A Rasch DIF analysis

Novi Sylvia, Ahman, Yusi Riksa Yustiana, Deni Hadiana — Wed, 20 May 2026 00:00:00 +0000

As student agency increasingly shapes educational policy and reform, ensuring that its assessment practices are fair across genders has become a pressing equity concern. This study examines the gender-based measurement fairness of a multidimensional student agency instrument using Rasch-based differential item functioning (DIF) analysis in an Islamic secondary school. The study involved 601 students in Grades 10–12 (301 male; 300 female) selected through a school-based total accessible sampling approach, comprising 96 male and 101 female students in Grade 10, 138 male and 124 female students in Grade 11, and 67 male and 75 female students in Grade 12. Data were collected using a 60-item student agency questionnaire measured on a four-point Likert scale covering eight regulatory, motivational, and future-oriented dimensions. Results show that the instrument operates largely equivalently for male and female students. Although several items exhibited statistically significant DIF, substantively meaningful DIF was limited, localised, and bidirectional, and did not accumulate at the dimensional level. Core regulatory dimensions demonstrated strong invariance across gender. These findings indicate that observed gender differences in agency scores are unlikely to reflect measurement bias but rather reflect contextual variations in the expression of agency within this educational setting.

Development of Montessori-based teaching materials for slow readers (BASIBA) to improve students' reading skills

Tara Septiarani, Abdul Mukhlis — Wed, 20 May 2026 00:00:00 +0000

This study aims to develop Montessori-based teaching materials called BASIBA (Low Reading Student Teaching Materials) to improve the early reading skills of first-grade students at MSI 14 Medono. The main problem is the high prevalence of slow readers, caused by a lack of literacy stimulation from parents, monotonous conventional learning methods, and teaching materials that do not suit children's cognitive and sensory needs. This study uses a Research and Development (R&D) approach, utilizing the ADDIE model, with a sample of 30 first-grade students. The analysis stage identified needs through observations and interviews with teachers, revealing that 10 students were unable to recognize letters, 12 had difficulty with double consonants, and only 8 were fluent readers. BASIBA was designed based on Montessori principles: multisensory, concrete, and gradual (letters, syllables, words, sentences), and it is equipped with student worksheets and guide barcodes. Validation by media and materials experts gave a feasibility score of 93% and 93.75% (very feasible). The implementation of BASIBA improved students' early reading skills; the pretest score of 63.43 increased to 80.69, yielding an N-Gain of 0.4460 (44.6%). The teacher's response reached 96.25%, and students showed high enthusiasm. The novelty of the research lies in the development of structured Montessori-based teaching materials specifically for slow-reading students through a multisensory approach in a systematic printed format. This research provides a scientific contribution in the form of innovative early reading teaching materials as an inclusive learning solution to improve basic literacy in elementary schools.

The influence of job satisfaction and work motivation on organizational commitment among Catholic religious education teachers

Din Oloan Sihotang, Ermina Waruwu; Aman Simaremare — Wed, 20 May 2026 00:00:00 +0000

This study examines the influence of job satisfaction and work motivation on organizational commitment among Catholic Religious Education teachers in Indonesia. Despite extensive research on organizational commitment, few studies have examined these relationships in faith-based educational contexts. Using a quantitative approach with path analysis, the study involved 208 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using IBM SPSS. The findings reveal that job satisfaction and work motivation have a positive and significant influence on teachers' organizational commitment, both individually and simultaneously, accounting for 64.2% of the variance. Teachers who experience supportive working conditions, fair recognition, and strong intrinsic motivation tend to demonstrate higher emotional attachment, loyalty, and dedication to their schools. These findings highlight the importance of leadership strategies that enhance both satisfaction and motivation to sustain long-term teacher commitment in faith-based educational institutions.

Aesthetic interaction and cultural education in Rejang Asta Dala Dance, Ubud

Gusti Ayu Made Puspawati, Hartono, Malarsih — Wed, 20 May 2026 00:00:00 +0000

The Rejang Asta Dala dance, as a sacred dance in Ubud, functions not only within religious rituals but also as a medium of cultural education that transmits symbolic values and cultural meanings within its supporting community. However, contemporary practices indicate a shift in orientation toward technical and visual aspects, potentially reducing philosophical depth and the sacred character of the dance. This study aims to analyze aesthetic interactions in the process of transmitting symbolic values and cultural meanings in the Rejang Asta Dala dance. The research employs a qualitative approach using ethnographic methods, including participatory observation, in-depth interviews, and documentation study. Data analysis is conducted through hermeneutic and semiotic perspectives. The findings reveal that the aesthetic elements of the dance, namely movement, spatial orientation, costume, and music (gamelan), function as a symbolic system that encodes Balinese Hindu cosmology, such as Asta Dala, Dewata Nawa Sanga, and Tri Hita Karana. Cultural education takes place through a hermeneutic cycle involving embodied experience in ritual practice (ngayah), intergenerational reflection, and mediation by the customary community (banjar), thereby shaping reflective and agentic cultural subjects. Despite its effectiveness, the sustainability of this dance's educational function faces challenges from tourism and modernization, necessitating efforts to safeguard the integrity of ritual contexts and the community's role as guardian of meaning.

Explaining students' learning activity: Effects of motivation, environment, and self-efficacy

Fatmawati Samudin, Saharuna, Anas Arfandi — Wed, 20 May 2026 00:00:00 +0000

This research investigated the influence of motivation, learning environment, and self-efficacy on students' learning activity through an explanatory research approach. The population consisted of 3,481 vocational students in Palu City, Central Sulawesi, Indonesia, from which 359 respondents were selected using the Slovin formula and a simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through Partial Least Squares–Structural Equation Modeling with SmartPLS 3. The assessment of the measurement model confirmed adequate validity and reliability, as all constructs met the recommended thresholds for outer loading (> 0.70), composite reliability (> 0.70), and average variance extracted (> 0.50). The structural model analysis revealed that motivation exerted a positive and significant effect on learning activity (β = 0.395; t = 4.506; p < 0.001), while self-efficacy emerged as the strongest predictor (β = 0.470; t = 6.919; p < 0.001). Conversely, the learning environment did not demonstrate a significant direct effect on learning activity (β = 0.062; t = 0.696; p = 0.487). The results indicate that internal psychological factors, particularly self-efficacy and motivation, play a more substantial role than external environmental factors in shaping students' learning activity.

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

Lovi Aninda, Rambat Nur Sasongko, Connie — Sun, 15 Feb 2026 00:00:00 +0000

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, Sudarwan Danim, Azizatul Khairi — Sun, 15 Feb 2026 00:00:00 +0000

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.