Indonesian Journal of Educational Development (IJED)
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Parenting roles and peer interactions support children’s social development at TK ABA 02 Bumiaji
Full text linkThe study is important for understanding how parenting styles and peer interactions influence children's social development during the critical early childhood period. The objective of this study was to examine the application of parenting styles and children's social interactions as efforts to encourage social development in TK ABA 02 Bumiaji Kindergarten. A qualitative approach was employed, utilizing a case study design to collect data. This data was collected through direct observation, interviews with teachers and parents, and documentation. The data were analyzed using descriptive analysis. The findings indicated that the parenting styles employed by teachers and parents exerted a positive influence on children's social development, particularly in their capacity to interact, share, and cooperate with peers. Furthermore, social interactions among children both within and outside the classroom context have been shown to foster peer relationships. In conclusion, positive parenting and supportive social interactions at TK ABA 02 Bumiaji enhance children's social development, highlighting the importance of parents and educators in maintaining consistent support during early childhood to optimize social competencies
Innovative counseling model based on mindfulness and cognitive-behavioral harmony to foster comfort and happiness in learning
Full text linkImproving students’ comfort and happiness in learning is essential to fostering a more engaged and effective educational experience. However, conventional teaching approaches often neglect the integration of psychological well-being strategies, limiting students’ ability to enjoy and immerse themselves in the learning process fully. The sample size was determined using the Slovin formula, and a cluster random sampling technique was employed to ensure a balanced representation across rural, suburban, and urban schools of students divided into experimental and control groups. Data were collected using comfort and happiness questionnaires designed to measure emotional and cognitive responses to learning environments. The data were analyzed using multivariate analysis of variance (MANOVA) to evaluate the impact of the MCBH intervention. The findings reveal that students who participated in the MCBH-based intervention experienced significantly higher levels of comfort and happiness compared to those in the control group. The integration of mindfulness practices with cognitive-behavioral strategies helped students regulate emotions, reduce anxiety, and cultivate positive learning experiences. These results suggest that the MCBH framework can effectively enhance students’ emotional well-being, contributing to a more supportive and enjoyable learning atmosphere. The study highlights the importance of embedding holistic psychological approaches into education to promote not only academic success but also personal growth and emotional resilience
The THE ATTRACTIVENESS OF GEOMETRY TRANSFORMATION MATERIAL LKPD BASED ON ETHNO-STEM FROM THE PERSPECTIVE OF STUDENTS
No full textMathematics learning needs to be designed into attractive learning so that students can be motivated to learn and improve mathematics achievement. LKPD with Ethno-STEM learning approach becomes an alternative media that attracts students. This study aims to analyze the results of students' attractiveness responses to the use of Ethno-STEM based geometry transformation material LKPD. The data collection technique uses an interest questionnaire, then supported by student interviews. The study showed that the students' response to the use of geometry transformation material LKPD based on Ethno-STEM obtained an average score of 86.0% with the qualification “very attractive”. The assessment is based on the components of the attractiveness of the cover, content, images/illustrations, math material, learning related to local culture, and learning related to STEM elements. Ethno-STEM-based geometry transformation LKPD has a very attractiveness response from its users. For further research, it is recommended to test the effectiveness of geometry transformation material LKPD based on Ethno-STEM
LEVERAGING PROJECT-BASED LEARNING: ENGLISH TEACHERS’ VIEWS ON ENHANCING SPEAKING SKILLS IN VOCATIONAL SETTINGS
Full text linkThis research examines the implementation of Project-Based Learning (PBL) to enhance speaking skills in a vocational school in Lampung. The investigation utilises a subjective strategy, centring on English teachers' recognitions and encounters in utilising PBL. The considering points to investigate how English instructors see the viability of PBL in progressing professional students' talking abilities, recognize challenges in actualizing PBL, and report procedures and best hones utilised by instructors. The data were collected through in-depth interviews with English instructors at SMK Tri Sukses. The discoveries uncover that PBL essentially improves understudy inspiration and engagement in learning English. Instructors detailed adjusting ventures to particular professional settings, such as making application letters for bike-building understudies and realistic plan ventures for Mixed media understudies. Challenges included innovation impediments, which were tended to through coordination with school offices. The ponder highlights the significance of contextualising dialect learning to students' zones of skill and the vital part of instructor inspiration in effective PBL execution. Comes about show that PBL progresses not as it were students' talking abilities but moreover their by and large dialect capability and proficient competencies. This inquiry contributes to the understanding of PBL's viability in professional English instruction and gives viable bits of knowledge for teachers executing PBL in comparable settings. The discoveries propose that PBL, when custom fitted to particular professional needs, can make a more locks in and compelling learning environment for creating English talking abilities in professional instruction
Optimizing teachers’ role in developing responsibility as a social skill of autistic children in inclusive schools
Full text linkAutistic children often face challenges in various aspects of social skills, particularly in demonstrating responsibility including difficulties in understanding emotional expressions, building relationships, and adapting to social norms. Inclusive education plays a crucial role in fostering their social skills, with teachers serving as primary facilitators. This study aims to explore the strategies teachers employ in guiding autistic children and identify the challenges encountered in inclusive kindergarten settings. A descriptive qualitative research method was utilized, incorporating observation, interviews, and document analysis. The data analysis process consists of three main stages, namely data reduction, data presentation, and conclusion drawing. The findings reveal that teachers implement various strategies, such as role-playing, social storytelling, and positive reinforcement, to enhance the social skills of autistic children. However, several challenges persist, including limited specialized training, difficulties in balancing attention between regular and special needs students, and classroom management complexities. Therefore, greater support from schools and parents is essential to establishing a more inclusive and conducive learning environment that promotes the social development of autistic children
Digital stories combined with POWER strategy supported by Canva in writing skill and social emotional learning
Full text linkThis study aimed to investigate whether the integration of digital stories and the POWER (Plan, Organize, Write, Edit, and Revision) strategy, supported by Canva, had a significant effect on students’ writing skill and social emotional development. The study was conducted at SMA Negeri 1 Tejakula, focusing on second grade students during the 2024/2025 academic year. It employed an experimental study with posttest only control group design. The total population consisted of 264 students from 8 classess. A sample of 132 students from four classes was selected using the intact group sampling technique and divided into experimental and control groups. The obtained data of the study were collected using two types of instruments: the writing test and questionnaire. The data were analyzed by using descriptive statistic and inferential statistic analysis, i.e one-way manova. The results revealed that: 1) student taught using digital stories combined with the POWER strategy and supported by Canva demonstrated significantly better writing skills compared to those taught using conventional methods; 2) students' social-emotional development also improved significantly under the same treatment. The development of this new method needs to involve various field, not only principals and teachers, but also students and other researcher who are interested to know the effect of it in writing skill and social emotional of students in other subject
Transforming laboratory management learning with e-modules
Full text linkLaboratories are crucial in chemistry education; however, in practice, many students still struggle to grasp the concept of laboratory management in an applied way, as reflected in their scores, which remain below the passing grade. This research aimed to develop e-modules based on case-based and project-based learning to improve understanding of laboratory management concepts. This study used a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Validation of e-modules was carried out by material and media experts, and tested on 24 FKIP ULM Chemistry Education students. Data collection instruments included validation questionnaires, student response questionnaires, as well as pretests and posttests, which were analysed using the Wilcoxon test. The results showed that the e-module was rated “very valid” from the aspects of content, presentation, language, and media. The Wilcoxon test resulted in a significance value of 0.000 (p < 0.05), indicating a significant increase in student concept understanding after the use of e-modules. Recommendations from this study are the wider use of case- and project-based e-modules in learning laboratory management, as well as continuous development to be more adaptive to the development of educational technology
The influence of collaborative constructivist approaches on improving science learning outcomes in slow learners in elementary school
Full text linkThis research is motivated by the low value of science learning outcomes for students who are slow to learn, compared to those of their peers. This study aims to investigate how the collaborative constructivist approach can enhance science learning outcomes and effectively apply it to meet the learning needs of students who are slow learners. The method used is an experimental quasi-design in the form of a Nonequivalent control group design. The population in this study consisted of 42 children, divided into 18 children from 2 treatment elementary schools and 24 children from 2 control elementary schools. Data was obtained from the results of the Pretest and post-test. The use of non-parametric statistical analysis techniques involves two statistical test techniques: the Mann-Whitney test and the Wilcoxon signed rank test. The study results indicate that the collaborative constructivist approach can enhance natural science learning outcomes for children with learning difficulties in inclusive elementary schools. Proven through the analysis test of the Mann-Whitney statistical test and the Wilcoxon Signed Rank Test, the result is significant at 0.000 < 0.05. means there is a practical difference in improving natural science learning outcomes. Thus, teachers need to be equipped with related training on mastering the collaborative constructivist approach in teaching slow learners in inclusive elementary schools to strengthen their mastery of concepts and the development of the potential possessed by slow learners, as needed, and to enable them to enjoy the presence of other children socio-psychologically
Development of E-VIRA (e-module virus integrated reality-augmented): Enhance mental models and problem-solving skills
Full text linkBased on the analysis, students lack references and in-depth, relevant material content, and still use open printed materials. This results in students' mental models of virus material being unscientific, and their problem-solving skills being low. For this reason, an e-module integrated with Augmented Reality (AR) can be an effective solution. This study aims to develop E-VIRA (E-Module Virus Integrated with Augmented Reality) to improve students' mental models and problem-solving skills. The research method employed is Research and Development (R&D), utilizing the ADDIE stages from inception to development and trial. Data collection instruments include expert validation sheets and cloze tests (for readability). Data analysis techniques are carried out descriptively and quantitatively to calculate the percentage of validity and readability. Participants were selected using purposive sampling, involving grade X high school students. The results showed that E-VIRA was very valid, with a percentage of 97% and 96% from expert validators, and a readability level of 82%. Thus, E-VIRA shows good feasibility and validity. The recommendation of this study is to continue the trial of E-VIRA on a larger scale to measure effectiveness in significantly improving students' mental models and problem-solving skills, as well as explore its application to other abstract biological concepts
E-comic physics development through PBL stages to improve students’ nature of science
Full text linkThe 2019 TIMSS results revealed that Indonesian students' science achievement remains below the international average, reflecting low scientific literacy. This issue is partly attributed to conventional teaching methods that lack engagement and inquiry-based approaches. This study aimed to develop a digital learning medium, e-comic physics, based on Problem-Based Learning (PBL) to enhance elementary students’ understanding of the Nature of Science (NoS). Field observations at UPT SDN 3 Sumberejo revealed that 73% of teachers had not yet adopted interactive digital media, underscoring the study’s urgency. Employing a Research and Development (R&D) design with the Tessmer model, involving 60 students, the study used descriptive and inferential statistical techniques. The findings showed that the media was highly valid, very practical, and significantly effective, as evidenced by improved post-test scores and t-test results. The effect size analysis indicated a moderate to substantial impact on learning outcomes, confirming the media’s pedagogical potential in promoting scientific reasoning. In conclusion, the e-comic physics is a feasible and innovative learning tool for primary science education. Further research is recommended to examine its long-term effectiveness across broader subject matter