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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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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 399 Documents
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Barriers and catalysts in building the institutional image of a pondok pesantren Ropita, Ropita; Nugroho, Aris Dwi; Fitriani, Suci
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.51887

Abstract

This study investigates the factors influencing the institutional image of Pondok Pesantren Ar-Rahmah in Jambi by identifying both internal catalysts and barriers that shape public perception. Using a qualitative approach, data were collected through in-depth interviews and participatory observation involving pesantren leaders, teachers, and parents. The findings indicate that visionary leadership, strong support from the foundation, and continuous student achievements—particularly in religious competitions such as the Musabaqah Tilawatil Qur’an (MTQ)—serve as key catalysts in strengthening the pesantren’s image. Visionary leadership fosters discipline, academic excellence, and moral integrity, while foundation support provides institutional stability. However, the study also identifies major barriers, including limited shared understanding of strategic goals among internal stakeholders, human resource constraints in digital communication and public relations, and challenges in managing time and institutional priorities. These barriers hinder the consistent implementation of image-building strategies. The study recommends improving internal communication, enhancing digital competencies, and strengthening priority management to sustain a positive institutional image.
Enhancing student engagement and learning outcomes in social studies through Wordwall: A quasi-experimental study in a junior high school context Wulandari, Fitria Irza; Iskarni, Paus
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.47898

Abstract

This study investigates the effect of Wordwall, an interactive digital learning medium, on student engagement and learning outcomes in junior high school social studies. Employing a quasi-experimental nonequivalent control group design, the research involved 58 seventh-grade students divided into experimental and control groups. The experimental group received instruction using Wordwall, while the control group followed conventional teacher-centered learning. Data were collected using observation sheets to measure learning activities and achievement tests to assess cognitive outcomes. Descriptive analysis indicated a consistent increase in student engagement in the experimental class across three meetings, with average activity scores rising from 89.52% to 92.56%. Inferential analysis using the Mann–Whitney U test revealed a statistically significant difference in learning outcomes between groups (p < 0.001). The findings suggest that Wordwall effectively promotes active participation and enhances academic achievement, supporting multimedia learning and constructivist perspectives in digital classroom environments.
The implementation of artificial intelligence (AI) in education: Patterns, perceptions, and implications for educators and students Susanto, Darex
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.47939

Abstract

This study examines the implementation of Artificial Intelligence (AI) in education and its impact on educators and students in Jambi Province, Indonesia. Using a quantitative descriptive design, data were collected through a structured questionnaire administered to 44 respondents, including educators and students. The instrument measured AI usage frequency, digital competence, ethical awareness, and perceived learning effectiveness. Data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The findings indicate that AI is frequently used for accessing information and supporting learning tasks; however, respondents demonstrate moderate levels of critical evaluation and ethical awareness in AI utilization. While AI contributes positively to learning efficiency and instructional support, its effectiveness depends on digital literacy competence and responsible usage. The study highlights the need for structured AI literacy training, ethical guidelines, and improved digital infrastructure to ensure sustainable and equitable integration of AI in education.
Teachers’ beliefs and strategies in facilitating children’s risky play: A systematic literature review Amanda, Rahma Yulista; Waluyo, Edi; Formen, Ali; Ary, Deasylina Da; Pranoto , Yuli Kurniawati Sugiyo
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.49659

Abstract

Risky play poses a dilemma for early childhood educators, raising concerns about children’s safety and institutional accountability. Teachers’ tolerance toward risky play is often influenced by their beliefs, confidence, and pedagogical competence. This study examines teachers’ beliefs and strategies in facilitating risky play through a Systematic Literature Review (SLR) guided by PRISMA procedures. Eleven empirical studies published between 2021 and 2025 were selected from major academic databases. The findings indicate that teachers employ strategies such as creating supportive environments, providing responsive supervision, offering physical and verbal scaffolding, explaining potential risks, and encouraging children’s autonomous exploration. Teachers’ beliefs significantly shape the implementation and sustainability of risky play practices. Educators with strong confidence in the developmental value of controlled risk tend to adopt facilitative roles rather than restrictive ones, enabling children to assess risks, build resilience, collaborate with peers, and develop independence. The review highlights the importance of strengthening teachers’ professional competence and institutional support to optimize meaningful risky play experiences.
Digital gamification in higher education: Kahoot as a learning tool for Indonesian discourse Nurulanningsih, Nurulanningsih; Wulandari, Astriana; Suryadi, Edi; Amalia, Falina Noor; Agustina, Aryanti; Dayanti, Astri Nopi
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.50953

Abstract

This study examines university students’ perceptions of Kahoot-based digital gamification in Indonesian discourse learning. As higher education increasingly integrates educational technology, gamified platforms such as Kahoot are widely adopted to enhance engagement and learning motivation. However, limited research has specifically examined its role in tertiary-level discourse learning in Indonesia. Employing a descriptive quantitative approach, this study involved 20 sixth-semester students from the Indonesian Language and Literature Education Program at Tridinanti University. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics. The findings reveal predominantly positive perceptions across three dimensions: self-perception, interpersonal perception, and situational perception. Students reported increased motivation, participation, confidence, and classroom enjoyment. The results suggest that Kahoot supports interactive learning and fosters a more engaging academic environment. This study contributes to the growing body of research on digital gamification in higher education and offers pedagogical implications for technology-enhanced language instruction.
Strengthening the competitiveness of Islamic boarding schools: Strategic insights from a pondok pesantren Tristianingrum, Indah; Nugroho, Aris Dwi; Fitriani, Suci
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.51587

Abstract

This study examines the strategic development of Pondok Pesantren Ash-Shiddiiqi in strengthening institutional competitiveness within contemporary educational contexts. Using a qualitative case study design, data were collected through interviews with institutional leaders, teachers, and students. The findings reveal four key strategic dimensions: the integration of digital technology into learning, the balance between religious and general education, community and alumni engagement, and economic self-sufficiency initiatives. The adoption of iPads and digital media enhances instructional effectiveness and institutional visibility, while structured religious programs preserve the pesantren’s spiritual foundation. Community involvement and alumni networks contribute to institutional sustainability and reputation, and entrepreneurial activities support financial independence. These integrated strategies demonstrate how pesantren can adapt to modern educational demands without compromising their religious identity. The study contributes to understanding strategic management practices in Islamic boarding schools facing increasing educational competition.
School management strategies in implementing textile waste-based craft learning Ermayani, Ermayani; Budiwirman, Budiwirman
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.29458

Abstract

This study examined school management strategies in implementing textile waste-based craft learning at MAN 1 Pekanbaru as part of sustainable education and creative economy development. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and students. The findings reveal that successful implementation was supported by strategic curriculum integration, instructional leadership, resource optimization, and collaborative program planning. The school adopted sustainability-oriented learning policies that encouraged environmental awareness, creativity, and entrepreneurial skills among students. Effective coordination between school management and teachers enabled the integration of textile waste utilization into arts education while aligning with institutional goals. The study highlights that school leadership plays a central role in fostering innovative, environmentally responsible learning practices. These findings contribute to the discourse on sustainability leadership and school-based management in promoting environmentally responsive educational programs.
Enhancing social studies achievement through make-a-match cooperative learning Fitri, Rahma; Fitrisia, Azmi
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.33689

Abstract

This classroom action research aimed to improve social studies learning outcomes for Grade VII students at SMPN 1 Batusangkar through the implementation of the Make-a-Match cooperative learning model. The study involved 32 students and was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation sheets and achievement tests. The findings revealed a significant improvement in both student participation and academic performance. Classical learning mastery increased from 28% in the pre-action stage to 47% in Cycle I and 84% in Cycle II. The average score also improved from 69 in Cycle I to 78 in Cycle II. The Make-a-Match model fostered active engagement, collaboration, and motivation, contributing to better conceptual understanding. These results indicate that the Make-a-Match strategy is effective in enhancing social studies achievement and classroom interaction at the junior secondary level.    
Visionary leadership and achievement motivation as predictors of teacher creativity: An empirical inquiry Esisuarni, Esisuarni; Anisah, Anisah; Rusdinal, Rusdinal; Al Kadri , Hanif
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): 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.v10i1.52720

Abstract

This study investigates the impact of the principal's visionary leadership and achievement motivation on teacher creativity. The study employed quantitative correlational design, with a population of 684 civil servant teachers from public middle schools in Agam Regency. Using the Cochran formula with a 10% margin of error, the stratified proportional random sampling method selected a sample of 176 teachers. Data were collected through a validated and reliable Likert-scale questionnaire. The data were analyzed using SPSS version 26, including normality, linearity, multicollinearity, regression significance, and correlation tests. The results reveal that both the principal's visionary leadership and achievement motivation significantly enhance teacher creativity. These findings highlight the importance of improving both leadership and motivation to foster teacher creativity through targeted interventions.

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