Indonesian Journal of Educational Development (IJED)
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Adapting Palabe folk tales into multimodal literacy for early childhood education
Full text linkThis study examines the urgency of adapting Palabe, an oral literature from the Bungo community in Jambi Province, into multimodal literacy resources for early childhood education. Palabe is at risk of extinction due to limited documentation, reduced oral transmission, and declining interest among younger generations. Yet, Palabe contains significant moral, social, and religious values that align with national character education goals. A qualitative descriptive method with a content analysis approach was applied, grounded in Early Literacy theory. Data were obtained from 23 Palabe narratives collected from 12 participants (7 males and 5 females) across eight sub-districts in Bungo Regency, selected purposively for their cultural expertise and involvement in oral tradition. Data collection included participatory observation, oral recording, transcription, and documentation. Findings show that 12 Palabe stories possess high educational values, including patience, collaboration, sincerity, perseverance, and trust in God. However, these stories require adaptation to be developmentally appropriate for children aged 5–6 years. The adaptation process involves simplifying sentences, adding repetition, shortening plots, and integrating visual illustrations to enhance comprehension and engagement. The study recommends incorporating adapted Palabe into early childhood curricula and developing illustrated storybooks to preserve cultural identity, foster literacy, and strengthen character education through enjoyable, meaningful learning
Principal's managerial leadership in supporting teachers' tasks for strengthening the Pancasila student profile
Full text linkThis study evaluates the principal’s managerial role in optimizing teachers’ duties within the Pancasila Student Profile Reinforcement Project (P5) at State Senior High School 6 South Bengkulu using the CIPP evaluation model (Context, Input, Process, Product). The study is urgent as effective school leadership is essential to ensure P5 as a strategic program for character development in Indonesian education. Using a qualitative case study approach, purposive sampling was applied to select the principal, project coordinator, teachers, and students. Data were obtained through interviews, observations, and documentation, and analyzed thematically. Findings show that the principal’s role is aligned with school needs and national policies (context), facilitates module preparation and manages resources (input), establishes teams and supervises implementation (process), and enhances teacher performance, student engagement, and character development (product). Key challenges include limited funding, low student motivation, and difficulties in developing relevant project themes. The study recommends strengthening leadership and teacher capacity, improving financial and institutional support, and promoting adaptive policies to sustain P5 implementation
Enhancing teacher professionalism through academic supervision: A CIPP model evaluation
Full text linkThis study evaluates the effectiveness of academic supervision practices at SMP Darul Hikam using the Context, Input, Process, and Product (CIPP) model. The urgency of this evaluation lies in the need to ensure that academic supervision evolves from a procedural obligation into a strategic mechanism for improving teacher professionalism and educational quality. Data were gathered through in-depth interviews, document analysis, and non-participatory observation. The research instruments were developed thematically based on the CIPP dimensions and validated through triangulation, member checking, and audit trail to ensure trustworthiness. The data were analyzed using thematic descriptive techniques aligned with the four CIPP components, with success criteria referring to national education standards, relevant policy frameworks, stakeholder satisfaction, and alignment with Taqwa Character Building (TCB) values. The results show that supervision at Darul Hikam is conducted systematically, supported by digital platforms (SISFO and Balanced Scorecard), and integrated into the school’s reflective and value-based culture. This approach has enhanced teacher competencies, fostered a culture of quality that is sustainable, and positively impacted student learning outcomes. The study concludes that academic supervision, when implemented through contextual leadership and technological integration, can serve as a transformative tool for professional development and institutional excellence
Development of Mahabharata teaching materials for Hindu character education in SMAN 3 Denpasar
Full text linkCharacter education plays a vital role in shaping students' values, yet many existing materials in Hindu Religious Education fail to integrate moral teachings effectively. The Mahabharata, a classical Hindu epic, offers rich narratives that support value-based learning. This study aims to: (1) assess the need for Mahabharata-based teaching materials that incorporate Hindu character values, (2) develop such materials through a structured process, and (3) evaluate their impact on the quality of learning at SMAN 3 Denpasar. Using a Research and Development (R&D) design adapted from Borg and Gall, the study involved needs analysis, expert review, limited and full-scale trials, and product refinement. Instruments were validated for reliability, and data were analyzed using descriptive statistics and t-tests. Findings indicate that the developed materials improved students’ engagement and understanding of dharmic values. The study recommends implementation of these modules in classroom practice and suggests broader integration of culturally rooted texts into the national character education curriculum
SUPPORT PROVIDED TO LECTURERS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ZIMBABWEAN TEACHERS’ COLLEGES
Full text linkThis study explores lecturer support in implementing inclusive education in Zimbabwean teacher colleges. Employing an interpretivist paradigm, a qualitative approach, and a case study design, 24 participants were purposively sampled, including three principals and 21 lecturers. The research drew on Sherman and Wood's classical liberal theory of equal opportunity, focusing on three colleges transitioning to inclusive education. Data were collected through interviews, focus groups, and document analysis, then analysed thematically. Findings reveal insufficient support for lecturers, compounded by non-inclusive infrastructure and a struggling national economy that fails to provide essential teaching resources. The Ministry of Education was found to inadequately assist lecturers in implementing inclusive curricula, leaving them to navigate significant challenges such as a lack of teaching materials. To enhance inclusive education in teacher colleges, the study recommends the provision of assistive aids and personalised learning materials. It also calls for further research to identify effective strategies for implementing inclusive education. These findings highlight the urgent need for systemic improvements to support lecturers and foster equitable educational opportunities
THE CORRELATION STUDY BETWEEN STUDENTS’ LEARNING STYLES AND SPEAKING ABILITY
Full text linkThe study aims to examine whether there is any important association between learning style and students’ Speaking ability. The method used in this study is a quantitative survey by questionnaire. The sample for this study consisted of 42 students studying English Education at Universitas Teknokrat Indonesia. To analyze the information, the analysts utilized SPSS Windows 21. The investigation yields a least score of 70, a greatest score of 90, and an average score of 85. Based on the results of this consideration, it can be concluded that there's a positive relationship between the utilization of learning styles and speaking ability. The educational implications of English teachers' proposals to train English learners to adopt language learning styles and improve their speaking ability between learning style and speaking ability of students
Short video TikTok in EFL: How does it impact students' vocabulary mastery
Full text linkWhile TikTok videos have shown promising effects on vocabulary learning among junior and senior high school students, further research is warranted to assess their impact on vocabulary mastery in twelfth-grade students specifically. This study seeks to evaluate the effectiveness of TikTok videos in enhancing vocabulary mastery among twelfth-grade students in senior high school. Employing a quasi-experimental design, the research involved 70 students divided equally into an experimental group and a control group. The data were collected in both groups through pre-tests and post-tests using multiple-choice items to measure students’ vocabulary mastery. The results from the statistical analysis of the paired-sample t-test indicated a significant improvement in vocabulary mastery for students using TikTok videos. This made strong evidence that TikTok videos were significantly effective in enhancing vocabulary acquisition among the twelfth-grade students. Although the study involved only a specific group of words, it offers valuable insights for educators seeking innovative strategies to improve students’ vocabulary acquisition through engaging digital media
Border museum as pedagogical space: Strengthening students' nationalism through contextualized history learning in Anambas
Full text linkBorder museums have the potential to serve as contextualized educational spaces that foster students’ nationalism, particularly in geographically isolated and culturally complex frontier regions. This study investigates how border museums are integrated into history education and how they contribute to students’ national identity development in the Anambas Islands, a peripheral maritime region of Indonesia. Employing a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and document analysis across two public high schools and the Anambas Border Museum. A purposive sampling technique was used to recruit participants, including 40 students, 4 history teachers, and 6 stakeholders such as museum managers, principals, and community leaders. The findings reveal that museum-based history learning enhances students’ engagement with local historical narratives, cultivates pride in national identity, and promotes experiential and reflective learning. Teachers act as key mediators in contextualizing museum content, while institutional challenges such as limited infrastructure and weak curriculum integration hinder full implementation. The study provides practical insights for developing pedagogical models that leverage local cultural institutions to promote nationalism and civic awareness in marginalized border areas. These findings contribute to education policy discourse, particularly regarding the integration of cultural heritage institutions into formal history curricula in remote and underserved contexts
Analysis of children’s self-confidence in transition activities from pre-school to kindergarten
Full text linkSelf-confidence is one of the indicators of school readiness. To build school readiness, teachers can carry out transition movement activities through building foundation skills. The purpose of this study was to investigate the self-confidence of early childhood students and the process of PAUD to SD transition activities conducted by teachers during learning activities. This research uses a qualitative approach with a case study research design; data were collected through observation, interviews, and documentation. This research involves 15 students and one teacher who were selected through purposive sampling. Data analysis uses the Miles and Huberman analysis model. The results of the study show that children’s self-confidence is evident in the transition activities from preschool to elementary school through the habituation of six foundational skills. The habituation of these six foundational skills can be used to build a child's self-confidence. This research could be improved if conducted in a more in-depth and detailed manner over a longer period
Identifying key factors influencing mathematical visual thinking among pre-service mathematics teachers
Full text linkMathematical visual thinking is essential for understanding complex mathematical concepts, as it enables learners to interpret and connect visual and symbolic representations. However, many pre-service mathematics teachers struggle to integrate visual representations with algebraic expressions, leading to conceptual misunderstandings. This study aims to identify the key factors influencing mathematical visual thinking among pre-service mathematics teachers. A mixed-methods descriptive study was conducted, involving 150 students for quantitative analysis and 15 selected participants for qualitative interviews. Data were collected through a mathematical visual thinking test, a visual thinking factors questionnaire, semi-structured interviews, and document analysis of students’ mathematical tasks. The results indicate that most students exhibit moderate visual thinking ability (50%), with challenges in linking graphical and algebraic representations. The key influencing factors include teaching approaches (4.3), concept understanding (4.1), motivation (4.0), and technology use (4.2), whereas anxiety plays a lesser role (2.9). Students relying heavily on technological tools tend to improve accuracy but struggle with independent visualization. These findings suggest that instructional strategies should integrate structured visual exercises, emphasize transformation understanding, and balance technological support with manual problem-solving. This study provides new insights into enhancing visual thinking in mathematics and offers pedagogical recommendations for pre-service teacher education.