Indonesian Journal of Educational Development (IJED)
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Development of an integrated textbook flipbook BUTERI to enhance students’ creative innovation and academic resilience
Full text linkThe increasing demand for innovative and character-strengthening learning media in higher education highlights the urgency of this research. This study aims to develop an integrated textbook flipbook BUTERI capable of enhancing students’ creative innovation and academic resilience. The research method employed is Research and Development, utilizing the 4D model (Define, Design, Development, and Disseminate). The research sample consisted of 60 fifth-semester students from the elementary school teacher education study program, selected through purposive sampling. Data collection techniques included a creative innovation test and non-test techniques such as observation, interviews, academic resilience questionnaires, and documentation. Qualitative data analysis involved data collection, data reduction, data presentation, and conclusion, while quantitative data analysis employed descriptive and inferential statistical analysis. The research findings indicate: (1) Define: Needs analysis revealed the necessity for innovative media to enhance creative innovation and academic resilience; (2) Design: Interactive technology-based media, materials, and evaluations were designed; (3) Development: The media was validated, tested, and proven effective in improving learning outcomes; and (4) Disseminate: The product was disseminated through FGDs and implemented in lectures, and it was proven to enhance creative innovation and academic resilience with positive responses. This study concludes that the integrated textbook flipbook BUTERI can enhance students’ creative innovation and academic resilience
Enhancing preservice teachers’ metacognition and critical thinking through the ERIC
Full text linkMetacognitive and critical thinking skills are essential skills for being an effective learner. However, the results of previous studies indicate that these two skills in preservice teachers still require improvement. This research aimed to investigate the potential impact of the Exploring-Resuming Integrated Criticizing (ERIC) learning strategy on enhancing the metacognitive and critical thinking skills of preservice teachers. The study employed a quasi-experimental research design with a pretest and post-test component. The research population consisted of all biology education students at a university in Magelang City, Central Java, Indonesia. The sample consisted of 54 students from two classes enrolled in Plant Physiology, selected via cluster random sampling. Data on metacognitive and critical thinking skills were collected through pretest and posttest essay assessments. The data were analyzed using Analysis of Covariance (ANCOVA). The results of this study showed that the ERIC learning strategy has a significant impact on the preservice teachers’ metacognitive and critical thinking skills. We found that implementing ERIC learning led to higher metacognitive and critical thinking skills than those taught with a traditional approach. The research results recommend that ERIC be implemented as an active learning strategy to encourage the development of metacognitive and critical thinking skills
Improving reading comprehension through a digital and intelligence-based instructional model
Full text linkReading comprehension is a crucial component of literacy that significantly impacts students’ academic development across various subjects. However, conventional teaching methods often fail to accommodate the diverse cognitive strengths of learners, leading to disengagement and limited understanding. This study introduces a digital and intelligence-based instructional model designed to enhance reading comprehension among third-grade elementary students. The model integrates visual-spatial and linguistic-verbal intelligences with interactive digital modules to promote more engaging and effective learning. Using a Design and Development research approach, the model was systematically designed, validated by experts, and implemented in five elementary schools. Eight instructional sessions were conducted to examine the practical application and effectiveness of the approach. Data were collected through pre-tests, post-tests, classroom observations, and teacher interviews; however, the sampling techniques used were not clarified. Statistical analysis using paired and independent t-tests revealed significant improvements in students' reading comprehension in the experimental group compared to the control group. Qualitative findings also showed increased student motivation and participation during learning activities. The results suggest that a digital instructional model grounded in learners’ cognitive profiles can substantially support literacy development at the primary level. Future studies are recommended to refine sampling procedures and extend the application across broader educational contexts
Developing web-based learning media for enhancing digital literacy in computer networking
Full text linkThis study aimed to develop web-based learning media for computer networking to improve students’ digital literacy. The research employed a Research and Development (R&D) approach, utilizing the ADDIE model, and was conducted at SMA Negeri 1 Pecangaan with 35 students and one teacher as participants. Instruments included expert validation sheets, questionnaires, and pre-test and post-test assessments. The media obtained a high feasibility score from experts (content = 87.50%; media design = 85.42%). Student responses also indicated a high level of practicality (83.61%). Statistical analysis confirmed significant learning improvement: the experimental group (M = 82.74, SD = 4.21) outperformed the control group (M = 74.11, SD = 4.85), with a t-test result of t(68) = 5.47, p < .001. N-Gain analysis revealed that the experimental group achieved a score of 0.75 (high category), compared to 0.64 (medium category) in the control group. These results demonstrate that the developed web-based media is both feasible and effective for enhancing digital literacy in computer networking
THE CONCEPT OF A MATHEMATICS LITERACY LEARNING MODEL BASED ON LOCAL WISDOM IN INCLUSIVE HIGH SCHOOLS IN DENPASAR CITY
Full text linkInclusive schools with an educational service system require that children with special needs be educated alongside their peers according to their abilities. Until now, a model for mathematics literacy learning based on local wisdom in inclusive high schools has not been available. This study aims to: (1) Analyze local wisdom in inclusive high schools, (2) Analyze the model of mathematics literacy learning based on local wisdom in inclusive high schools, and (3) Construct the concept of a mathematics literacy learning model based on local wisdom in inclusive high schools. This study uses both quantitative and qualitative approaches. The quantitative results illustrate the analysis of the influence of local wisdom-based learning (X) on learning independence (Y1) and student creativity (Y2), as well as the role of teachers in developing mathematics literacy learning models in inclusive high schools in Denpasar City. The qualitative approach is conducted to complement the data collected using the quantitative approach. The qualitative analysis results can be summarized as follows: (1) The model for mathematics literacy learning based on local wisdom in inclusive high schools needs improvement. (2) The implemented model of mathematics literacy learning based on local wisdom in inclusive high schools are highly varied, and (3) It is urgent and necessary to formulate a new concept for a mathematics literacy learning model based on local wisdom for students in inclusive education schools. The development of this new concept needs to involve various parties, including policymakers, community leaders, and program implementers such as school principals, teachers, and parents
JOB STRESS AND JOB SATISFACTION AMONG EDUCATORS IMPACT ON EDUCATIONAL INSTITUTION PERFORMANCE
Full text linkThis study examines the complex relationship between job stress, job satisfaction, and their combined effects on organizational performance, utilizing a qualitative approach through a Systematic Literature Review. The analysis incorporates literature from various databases, including Dimensions, Scopus, Google Scholar, and DOAJ, spanning publications from 2015 to 2024. The findings demonstrate that job stress significantly influences key organizational outcomes, such as turnover intentions, job satisfaction, and both individual and team performance. Job dissatisfaction and low organizational commitment are identified as mediating factors that exacerbate the adverse effects of stress on turnover intentions. In contrast, role clarity is highlighted as a vital element in reducing the detrimental impact of stress on job performance, contributing to greater stability and efficiency. The review underscores the dynamic interactions between stress and its consequences, advocating for the implementation of comprehensive organizational strategies to manage stress effectively. These strategies should focus on fostering organizational justice, clarifying employee roles, and strengthening support systems to enhance job satisfaction and productivity. By providing evidence-based insights, this research contributes to a deeper understanding of workplace challenges and emphasizes the importance of targeted interventions to promote employee well-being and organizational success, ultimately supporting sustainable development
THE USE OF TEAM GAMES TOURNAMENT MODEL TO IMPROVE SPEAKING SKILLS OF GRADE V ELEMENTARY SCHOOL STUDENTS
Full text linkThis 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
Evaluation of the industry 4.0-based vocational high school development program
Full text linkThe Directorate of Vocational High Schools (SMK) of the Ministry of Education, Culture, Research, and Technology has allocated government assistance funds for vocational high schools developed in accordance with Industry 4.0 for the 2021-2024 period. This program is designed to enhance the quality of graduates in line with the industrial world's needs, particularly in Special Economic Zones (SEZs) and Industrial Zones (IZs). Using the CIPP model to examine the impact of the Industry 4.0-based vocational high school development program, a proportional random sampling method was employed to select 63 schools as respondents. Data was collected through questionnaires, observations, and in-depth interview guides. Analysis of data from various sources concluded that there were positive impacts from the development of vocational secondary schools, including: digitization of the educational process; preparation for the adjustment of competencies required by in-dustry through the adjustment of the Industry 4.0-based curriculum; activation of the Learning Management System; optimization of the role of industry practitioners to im-prove the competencies of teachers and educators in schools; and renewal of practice room facilities and practice equipment. It is recommended that this program be continued and its distribution expanded outside SEZs and IZs
EFL lecturers’ reflections of AI use in classroom instruction
Full text linkAI is increasingly used in language classrooms, yet EFL lecturers’ experiences and reflections remain underexplored. This mixed-methods study examined lecturers’ awareness, classroom practices, pedagogical adaptations, reflective approaches, professional development needs, and expectations regarding AI use. Thirty lecturers from four universities in Bengkulu, Indonesia, were purposively sampled. Data were collected via a validated questionnaire and semi-structured interviews and analysed using SPSS and thematic analysis. Findings showed that 76% of lecturers regularly used AI, with younger lecturers using it more than older ones (p < .05). Most found AI beneficial but expressed concerns about plagiarism and overreliance. The study highlights lecturers’ experiences, reflective practices, and professional development needs for responsible AI integration. Future research should investigate students’ engagement with AI and strategies to ensure sustainable, effective, and ethical use in language classrooms
Development of interactive multimedia based on cultural literacy for Pancasila education in elementary schools
Full text linkOne of the main objectives of the Merdeka Curriculum is to cultivate students who practice Pancasila values, including an appreciation of diverse cultures. Currently, teachers rely mostly on textbooks and YouTube videos, highlighting the urgent need for contextual, culturally literate interactive media. This study aimed to develop such media for Grade 3 elementary students using the ADDIE model. In the Analyze stage, a needs analysis was conducted with 20 teachers and 20 students from three elementary schools through interviews and a review of materials. The prototype was validated by media, content, and language experts, followed by one-on-one testing with three students and a broader implementation with 46 students using feasibility questionnaires. This evaluation of the multimedia yielded positive results, with respondents scoring it 85.65%, 81.85%, and 82.17% for presentation, content, and navigation, respectively, all in the excellent category. This shows that the designed interactive multimedia is suitable to be used for both classroom and independent learning. This study addresses a gap in the previous research, which primarily focused on interactive multimedia for STEM classes. Thus, we recommend a wider adoption of such contextual, interactive multimedia for a diverse range of subjects, as well as further research on its impact on students’ cultural literacy