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INDONESIA
IRJE (Indonesian Research Journal in Education)
Published by Universitas Jambi
ISSN : -     EISSN : 25805711     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
Arjuna Subject : -
Articles 359 Documents
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Multidimensional intelligence on teacher performance in elementary schools Siswanto, Romi; Abidin, Achmad Anwar; Kadarisman, Kadarisman; Jaya, Fitra; Sucipto, Sucipto; Yati, Yati
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.45456

Abstract

This research explored the influence of multidimensional intelligence, including emotional, social, spiritual, and academic intelligence, on the performance of elementary school teachers in Indonesia. Five hundred teachers from various regions were selected as samples using stratified random sampling techniques. The survey method was used to collect data, and multiple linear regression analysis was applied to determine the influence of each intelligence dimension on teacher performance. The results indicated that all dimensions of intelligence positively impacted teacher performance, with academic intelligence having the most dominant effect (coefficient 0.295), followed by social intelligence (0.182), emotional intelligence (0.170), and spiritual intelligence (0.086). These findings indicate the importance of a holistic approach to improving teacher performance, focusing on strengthening academic and social intelligence. The research also recommends that teacher development policies pay more attention to multidimensional intelligence in training programs. Future research should expand the scope by considering factors such as work environment and intrinsic motivation that may affect teacher performance.
The pedagogical competence of teachers in enhancing student creativity based on information technology Andre , Lesis; Nurhidayah, Josanti; Gafur, Syahrul; Husna, Atina; Meri, Rita; Daniah; Putra, Edo; Zoningsih, Meta Yupitri; Arifin, Muhammad; Tunnazia, Aqilla; Sukinah, Endang; Fauzi, Muhammad; Putra, Debi Kumala
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.46710

Abstract

This research aimed to understand how teachers' teaching skills can help students improve their creativity by utilizing information technology at one elementary school. The method applied was qualitative, with a case study approach that emphasized teachers in the classroom as the primary focus. Data were collected through interviews, observations, and documentation, then analyzed using qualitative descriptive methods. This research indicates that teachers with practical teaching skills can utilize various digital applications and media in the classroom to encourage students' creativity. Students' creativity increases, as seen by their ability to express ideas, create digital works, and complete school assignments differently. These findings prove that using information technology in learning by pedagogically skilled teachers positively influences the development of students' creativity. This research recommends that teachers improve their pedagogical skills, especially in technological literacy, to improve the quality of the learning process and students' creativity.
Analysis of teachers’ pedagogical competence in improving the quality of learning Amin, M; Afrianto, Fajar; Hadi, Abdul; Jaya, Indra; Aprihen, Roma; Ali, Muhammad; Maulana, Riski; Zuhdi, Hanif Naufal; Febrinola, Elwita; Kirara, Sindy; Afifah, Nurul; Astika, Mella; Putri, Yulia
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.46711

Abstract

This research aimed to assess the educational abilities of teachers in terms of planning learning activities, implementing the teaching process, and making efforts to increase student motivation in learning. The research employed a qualitative approach to gather data through interviews, observations, and document collection. The data analysis process encompassed information reduction, data presentation, and conclusion. The subjects who became informants were the principal, his deputy, and educators. The results indicate that educators’ pedagogical expertise in compiling learning activities is evident in their preparation of the lesson plan. However, several teachers often do not bring it, so the learning objectives are not achieved optimally. When learning, teachers demonstrate an understanding of the material by studying the textbook’s contents. However, problems still exist in class management, and there is a lack of discipline regarding time usage. To increase students' enthusiasm for learning, teachers create opportunities for active participation by utilizing information and communication technology, establishing effective communication with them, and conducting reflection to enhance the quality of learning.
Professional competence of teachers in improving the quality of learning Syoviana, Elvi; Giantara, Haris; Ramadhan, Fadillah; Month, Thoifatul Lathifah; Syai’un, Ahmad; Fajrina, Helna Putri; Fitri, Hidayatul; Arianti, Nesa; Sarifah, Adia; Ardina, Neta; Abdullah, April Rahmat; Saputra, Riko; Gunawan, Gunawan
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.46712

Abstract

This study sought to examine the implementation of teachers’ professional competence in classroom practices and its impact on the quality of education. The research employed qualitative and quantitative approaches. The subjects comprised eight teachers, three senior Islamic instructors, and 25 students at the Islamic junior high school [MTs] level. Data were collected through interviews, classroom observations, and student questionnaires. The results revealed three key findings. First, there was a strong synergy between professional skills and Islamic principles, with teachers mastering content and pedagogy and embedding adab (ethics) and akhlaq (morals) in their teaching. Second, institutional strategies such as regular training, performance evaluation, and academic culture development effectively enhanced teacher professionalism. Third, teachers’ professional competence significantly affected the quality of education, as reflected in improved student understanding, motivation, and engagement. It was concluded that improving the quality of education at MTs Pesantren Ulul Albab was strongly influenced by teachers' professional competence, supported by Islamic values and well-structured institutional systems.  
The influence of principals’ intellectual stimulation, digital literacy, and self-efficacy on teachers’ innovative behaviors Noviyanti, Yenni; Irsyad; Rusdinal; Sulastri
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.45012

Abstract

This research employed a quantitative method to analyze the direct and indirect effects of principals' intellectual stimulation, digital literacy, and self-efficacy on teachers' innovative behavior. Data were collected from 85 public elementary school teachers in West Pasaman Regency through a questionnaire and analyzed using SEMPLS. The results indicated a direct positive effect of the principals' intellectual stimulation (5.8%), digital literacy (52.8%), and self-efficacy (26.7%) on teachers' innovative behavior. In addition, principals' intellectual stimulation (28.4%) and digital literacy (64.9%) also positively affected self-efficacy. The indirect pathway, through self-efficacy, showed that principals' intellectual stimulation contributed 7.6% to teachers' innovative behavior, and digital literacy contributed 17.3% indirectly. These findings confirm that the principals' intellectual stimulation, digital literacy, and self-efficacy are crucial factors that can encourage teachers' innovative behavior. The findings indicate that the principal’s intellectual stimulation, digital literacy, and self-efficacy are three factors that can influence teachers’ innovative behavior.
The relationship between the characteristics of Generation Z and the implications of the implementation of the 21st century learning skills Efendi, Efendi; Anwar, Syafri
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.29456

Abstract

This research used a combined approach of quantitative and qualitative analysis to examine the relationship between the characteristics of Generation Z and the implications of implementing the 21st century learning skills. Participants were members of Generation Z who were involved in surveys and interviews. Quantitative data were analyzed using descriptive statistics and a partial correlation test, while qualitative data were analyzed through a thematic approach. The results showed a significant relationship between the characteristics of Generation Z and the implications of implementing 21st century learning skills. The relationship is evidenced by the partial correlation coefficient of 0.615 (61.5%) with probability (P = 0.002). This explains that Generation Z characteristics, such as learning preferences, learning styles, and understanding of 21st century skills, are interrelated and have an impact on how they interact with learning.
Readiness for change of school principals in the implementation of the Merdeka Mengajar platform Sari, Rika Yohana; Yahya, Yahya; Rusdinal, Rusdinal; Sabandi , Ahmad
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.41494

Abstract

The principal’s readiness for change is crucial in supporting schools to produce superior students. However, observations at several schools indicate that principals often show limited physical and non-physical development in their institutions. Implementing leadership policies related to innovation, creativity, and technology has been suboptimal, and there is a lack of genuine planning for organizational improvement. This research employed a qualitative descriptive method with data collected through interviews. Findings revealed that implementing the Merdeka Mengajar Platform at Gugus III SD Negeri Kuranji reflected a superficial understanding without in-depth learning, resulting in minimal impact on organizational progress. Challenges included inadequate principal competence in using the platform, low motivation due to approaching retirement, and insufficient time to learn because of professional and personal duties. Consequently, the lack of readiness for change hinders teacher development, limits innovation in teaching, and reduces the effectiveness of reporting and evidence-based practices.
Learning outcomes of basic volleyball techniques through traditional and regional sports Febrianto, David Galih; Wahyudi, Agung
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.44514

Abstract

This research aimed to determine the factors and results of the influence of using traditional game methods on the learning outcomes of volleyball games. The traditional game method used in this research was a 2 x 2 factorial design. The research population was SMA Negeri 1 Porwodadi class 11, totaling 32 male and female students. The sample was obtained randomly and divided into two experimental groups. This consisted of 32 students. The data were obtained through five kinds of volleyball playing skills tests. This research concluded that (1) modification of learning media has a significant effect when compared to modification of volleyball game rules, (2) between modification of learning media and gender, there is a significant interaction, and (3) for male students, modification of learning media has a more significant effect when compared to traditional game methods in volleyball games, and (4) for students, traditional game methods have a more significant effect when compared to other rule methods in volleyball games.
Implementation of principal leadership, the role of school committees, and their impacts on the success of school-based management Pujiyati, Wresni; Senjaya, Dian Yudiana
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.46379

Abstract

This research aimed to determine and analyze the influence of the implementation of principal leadership and the role of the school committee on the success of school-based management, both partially and multiplicatively. This research used a survey method with a quantitative approach, as well as correlational and regression techniques. The respondents in this research were teachers at public elementary schools. Based on the research results, the researchers suggest (1) that from the planning and implementation to the reporting, the principal should involve teachers and be open and transparent so that teachers can know the progress of school operations. Because all programs are known to all teachers, it is hoped that the value of honesty can be achieved. (2) Input should be requested from the school committee to be included in the academic aspect program so that the school committee plays a greater role in facilitating school operations through school-based management.  
Improvement of an independent curriculum learning model via community service mentoring Nuriah, Yuyun; Haratua, Chandra Sagul; Komari, Komari
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.47222

Abstract

This research aimed to identify and obtain information regarding implementing the independent curriculum learning model in schools. The research employed an action research approach to enhance the implementation of the independent curriculum learning model by facilitating a Community Service Program (Abdimas). The research results indicated that the independent curriculum learning model improved teacher performance over three mentoring cycles. In cycle 1, teachers' understanding of the national curriculum policy increased to 78.2%, and understanding of the national curriculum implementation reached 74%, indicating a notable improvement from the pre-cycle phase. In cycle 2, further increases were recorded: understanding of learning objective flow rose to 79.42%, understanding of the learning model reached 88.4%, and understanding of the teaching module reached 87.8%, reflecting nearly optimal mastery. In cycle 3, teachers' comprehension regarding the practice of learning models attained 88.6%, signaling their capability to implement effective classroom instruction.

Page 35 of 36 | Total Record : 359

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