Indonesian Journal of Educational Development (IJED)
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The correlation between writing attitude and academic writing competence at state university in Bengkulu city
Full text linkThis study aims to examine the correlation between students’ writing attitudes and academic writing competence among state university students in Bengkulu City. The samples of this research were 111 University students. This research used three instruments, they are: questionnaire, writing test, and interview. This research used a mixed-method design with the explanatory sequential design. The data were analyzed by using application SPSS 29. The mean result of writing attitude was 74.31. It was categorized as had positive attitude. The mean result of academic writing competence was 78.87. It was categorized as very good. Pearson product moment correlation was used to find out the correlation between. writing attitude and writing competence. The result showed that Pearson correlation coefficient (r) is 0.824, indicating a very strong positive correlation between writing attitude and academic writing competence. Based on the interview the affective responses revealed that students generally perceived academic writing as a vital component of their academic development. Most participants acknowledged that writing facilitates the communication of ideas, enhances critical thinking, and supports the demands of academic and professional tasks
Effect of word card media on grade 1 students’ early reading skills
Full text linkLanguage skills are essential in daily life, particularly in education. At the elementary level, reading development progresses through basic and advanced stages. Many first-grade students continue to struggle with early reading due to inadequate learning stimulation, limited use of instructional media, and low engagement during lessons. This study investigates the effect of using word card media on the early reading skills of first-grade students at SDN Purwadadi 1, Subang Regency. A pre-experimental method with a one-group pretest-posttest design was applied, involving 27 students. Data were collected through a performance assessment test, where students demonstrated their reading abilities before and after the intervention. The results showed an improvement in the average score from 58.96 in the pretest to 65.11 in the posttest, with a 10.43% increase. Statistical analysis using the Wilcoxon Signed Rank Test showed a significance value of < 0.05, indicating a meaningful difference between the two tests. The findings suggest that word card media effectively enhances early reading skills, creates a more engaging learning experience, and increases student participation in the classroom. It is recommended that teachers integrate word card media into early reading instruction to enhance student interest, increase engagement, and improve reading outcomes
DEVELOPMENT OF A WEB-BASED CYBER COUNSELING MODEL FOR GUIDANCE AND COUNSELING SERVICES AT SMA NEGERI 1 BAYUNG LENCIR
Full text linkThis 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.
 
Effectiveness of a case-based learning model using a digital pop-up book on students’ critical thinking skills
Full text linkThe purpose of this study is to determine the effectiveness of the case-based learning model using digital pop-up books in enhancing students' critical thinking skills. This innovative approach aims to enhance critical thinking skills through interactive media that meet the demands of the 21st century, as outlined in the Merdeka Curriculum, which underscores the urgency of this research. The population of this study involved two classes, X6 and X8, at SMAN 1 Polanharjo, with class X6 designated as the experimental group and class X8 as the control group. The sampling technique used by the researcher was non-probability sampling of the purposive type. Critical thinking skills were measured through pretest and post-test assessments conducted before and after the learning process. The independent t-test analysis resulted in a significance value of 0.017 < 0.05, indicating a statistically significant difference. The independent samples t-test showed a meaningful difference in the average post-test scores between the experimental and control groups, leading to the rejection of Ho and acceptance of Ha. These findings emphasize that integrating digital pop-up books into case-based learning enhances critical thinking skills in real-world contexts. Therefore, the case-based learning model using digital pop-up books has proven effective in improving the critical thinking abilities of students in class X at SMAN 1 Polanharjo, offering an alternative for practical learning in an active digital era centered on students
Mandailing-based character education through the MERDEKA framework in Muhammadiyah schools
Full text linkCharacter education based on local wisdom is a crucial strategy for shaping the identity and morality of the younger generation in a culturally relevant manner. This study aims to develop and evaluate a character education model grounded in Mandailing culture through an innovative approach conceptualised in the MERDEKA framework (Marsali, Mangupa, Dalihan na Tolu, Cerita Rakyat, Marsialap Ari, Gordang Sambilan, and Maronang-onang). The research employed a descriptive quantitative approach with multistage sampling, involving 100 students from three Muhammadiyah high schools in the South Tapanuli region: 50 from SMA Muhammadiyah 11 Padangsidimpuan, 25 from Mandailing Natal, and 25 from South Tapanuli. Data were collected using a validated and reliable questionnaire instrument (α = 0.842). The findings indicate a high level of internalisation of Mandailing cultural values among students, with significant regional differences based on ANOVA results (p < 0.05). The MERDEKA model is considered effective in facilitating character learning that is reflective, collaborative, and contextual. This study offers a theoretical contribution to the development of local wisdom-based character education models and provides practical recommendations for schools to implement culturally rooted character education
STUDENTS' PERCEPTION OF THE USE OF DIGITAL STORYTELLING IN TEACHING READING NARRATIVE TEXT
Full text linkThis 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
Development of M.E.G.A: A self-assessment expert system to improve English correspondence skills for job-seeking university students
Full text linkThis study highlights the low English writing and speaking skills of students of the Information Systems Study Program at Nurdin Hamzah University. To address this challenge, a rule-based expert system application named M.E.G.A for Job Seekers was developed using the ADDIE model approach (Analysis, Design, Development, Implementation, and Evaluation). This application functions as a self-assessment tool to improve students' professional communication readiness, especially in compiling CVs, job application letters, and interview preparation. The sampling technique used was purposive sampling, with subjects consisting of language experts, instructional media experts, and educational technology experts to validate the product. Meanwhile, 100 second-semester students of the Information Systems Study Program at Nurdin Hamzah University were used as the sample for testing the practicality, attractiveness, and effectiveness of the application. This study used quantitative data from questionnaires and tests, as well as qualitative data from open-ended responses by experts and students. The quantitative data were analyzed descriptively, while the qualitative data were validated through triangulation and content analysis to support the development of the application. The results showed high scores in the aspects of functionality, attractiveness of appearance, and improvement of learning outcomes. Pre-test and post-test analysis showed significant improvements, while statistical analysis supported the pedagogical reliability of this system. The application has proven effective in supporting independent learning that is relevant to the needs of the world of work and has the potential to be adopted by other study programs. This study contributes to the development of digital learning through the integration of AI-based expert systems for the development of 21st-century skills
Development of a mathematics teaching module based on the APOS model integrated with GeoGebra
Full text linkThis study aims to develop a mathematics teaching module based on the APOS (Action, Process, Object, Schema) model integrated with GeoGebra, focusing on the topic of quadratic functions for tenth-grade students at SMAN 1 Muara Beliti. The research employed the Plomp development model, which consists of five phases: preliminary investigation, design, construction, validation, and limited testing. The module was developed under the cognitive stages of the APOS model: action, process, object, and schema, and was enhanced through visual exploration using GeoGebra. The research subjects consisted of tenth-grade students and a mathematics teacher at SMAN 1 Muara Beliti, selected through purposive sampling. Data were collected through documentation, expert validation sheets, and practicality questionnaires completed by the teacher and students. The findings indicate that the developed module is highly needed by students and significantly addresses their difficulties in understanding mathematical concepts. Expert validation yielded an average score of 87.85%, classified as highly valid. Practicality testing produced scores of 92.50% from the teacher and 90.41% from the students, both categorized as highly practical. Thus, the module facilitates interactive, conceptual, and contextual learning aligned with the principles of the Independent Curriculum. Accordingly, it is deemed a feasible and innovative instructional resource for high school mathematics learning
Interactive e-module based on PQ4R on e-learning platform to improve conceptual understanding of 12th grade students
Full text linkBased on an analysis conducted at the senior high school level, it was found that several students were still unable to grasp mathematical concepts effectively. One contributing factor to this issue was the lack of engaging and interactive instructional media. This study aimed to develop e-learning as a medium for mathematics instruction to improve concept comprehension among twelfth-grade students. This research followed a design-based approach using the Plomp model, which consisted of three stages: the preliminary research stage, the development stage, and the assessment stage. The subjects of the study were 12th-grade students from SMA Negeri 1 Ubud. The instruments used in this study included product validation instruments, practicality instruments, teacher and student questionnaires, as well as effectiveness instruments in the form of pre-tests and post-tests. The characteristics of the developed product included interactivity, a systematically structured learning management system, and the ability to facilitate both teachers and students in accessing learning materials and outcomes within a well-integrated system. The results indicate that the developed e-learning media is valid, practical, and effective. Further research is recommended to add Artificial Intelligence (AI) integration so that the content is more extensive
Needs analysis for critical reading e-book based on problem-based learning: Perspectives from EFL students, lecturers, and stakeholders
Full text linkIndonesian higher education is placing more emphasis on developing 21st-century skills, which require EFL students to read critically, evaluate arguments, and synthesize information from various sources. However, many EFL students still struggle with critical reading due to low motivation, passive reading habits, and a lack of engaging and relevant materials. This study explored the features, content, and design elements needed to help students improve their critical reading skills using Problem-Based Learning (PBL). A mixed-methods approach was used, involving a survey of 120 EFL students from four universities in Bengkulu, Indonesia. Interviews were also conducted with 20 students, 8 English lecturers, 4 heads of English study programs, 4 alumni, 2 school principals (from junior and senior high schools), and representatives from government institutions and private companies. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic content analysis. The research instruments were validated by experts in content, evaluation, and language, followed by a small pilot study to check for clarity and reliability. The findings showed that students prioritize content relevance, clear navigation, and interactive tasks that encourage deeper engagement with texts. Lecturers emphasized the need for the e-book to align with course objectives and incorporate higher-order thinking through task-based learning. Stakeholders stressed the importance of the e-book aligning with institutional goals and supporting critical reading, thinking, collaboration, and problem-solving skills. The study’s multi-perspective approach provides a foundation for developing a relevant, engaging PBL-based e-book to enhance EFL critical reading instruction