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IRJE (Indonesian Research Journal in Education)

irje
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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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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.

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Articles 407 Documents

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Organizational culture and leadership behavior affect teacher commitment through job satisfaction
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.v10i1.47531

Teacher work commitment plays an essential role in improving educational outcomes. However, several indicators suggest that teacher commitment in public junior high schools in Solok City still needs improvement. This study aimed to examine the direct and indirect effects of organizational culture and leadership behavior on teacher work commitment, with job satisfaction as the mediating variable. A quantitative approach with path analysis was employed. The population consisted of 261 civil servant teachers from six public junior high schools in Solok City, with a sample of 159 teachers selected using the Krejcie and Morgan table. Data were collected using a validated Likert-scale questionnaire and analyzed using SPSS. The findings indicate that organizational culture and leadership behavior have significant direct effects on job satisfaction and teacher work commitment. Job satisfaction also significantly influences teacher commitment and mediates the relationship between organizational factors and commitment, suggesting that enhancing job satisfaction can improve teacher commitment and, ultimately, lead to better educational outcomes. These findings highlight the importance of supportive leadership and a positive organizational culture in strengthening teacher commitment and improving school performance.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.47956

Pencak silat, a traditional Indonesian martial art, embodies educational values that foster character development and national identity. This study examines the role of pencak silat as a medium for character education among Generation Z in Pasirtanjung Village. The research employed a quantitative survey design involving 22 Generation Z participants actively engaged in pencak silat training. Data were collected using a Likert-scale questionnaire and analyzed using SPSS through validity, reliability, normality, linearity, and simple linear regression tests. The findings reveal that participation in pencak silat has a positive and significant influence on students’ patriotic attitudes (Sig. = 0.048 < 0.05). The regression analysis shows that pencak silat accounts for 18.1% of the variance in the development of patriotic character, while the remaining variance is attributable to other educational and social factors, such as family background, peer influence, and school environment. These results indicate that pencak silat activities can serve as an effective cultural-based educational approach to strengthen character education and nationalism among young people.

Integrating music and dance in education: A systematic review of emotional and social learning outcomes
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.v10i1.50229

This study examines the integration of music and dance in educational contexts and their contributions to students’ emotional and social development. Using a Systematic Literature Review (SLR) guided by PRISMA procedures, 12 empirical studies published between 2015 and 2025 were analyzed from Scopus, SpringerLink, DOAJ, and Google Scholar. The findings indicate that music- and movement-based learning activities enhance emotional regulation, self-confidence, peer interaction, and classroom engagement. Group rhythmic activities promote collaboration, empathy, and social cohesion, thereby enhancing the learning environment. However, most studies focus on isolated interventions rather than systematic curricular integration. The review points out that there are structured arts-based pedagogical frameworks that align with socio-emotional learning principles and culturally responsive education, particularly in the Indonesian context. Integrating performing arts into formal education supports holistic student development and strengthens both individual competencies and collaborative learning environments.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.50808

This study examines the influence of supervisor knowledge and clinical supervision on teacher performance in senior high schools in Kapuas Hulu Regency, Indonesia. A quantitative survey design was employed involving 209 teachers selected through purposive sampling from a population of 557 teachers across 32 schools. Data were collected using Likert-scale questionnaires measuring supervisor knowledge and clinical supervision, while teacher performance data were obtained from teacher performance management assessments. The collected data were analyzed using descriptive statistics, simple linear regression, and multiple regression with SPSS. The results indicate that supervisor knowledge significantly influences teacher performance with a coefficient of determination of 67.5%. Clinical supervision also has a significant effect on teacher performance, accounting for 74.6%. When analyzed simultaneously, supervisor knowledge and clinical supervision account for 77.6% of teacher performance improvement. These findings highlight the importance of strengthening supervisors’ professional knowledge and implementing systematic clinical supervision to enhance teacher performance and improve the overall quality of education.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.51125

Effective communication between pharmacists and patients is essential for ensuring medication adherence, health literacy, and patient satisfaction. As pharmacists increasingly assume educational and counseling roles, the quality of their interaction with patients becomes a crucial determinant of healthcare outcomes. This study employs Critical Discourse Analysis (CDA) to examine utterance patterns and power relations in pharmacist–patient consultations within a community pharmacy setting. Using Fairclough’s three-dimensional framework, the study analyzes three recorded consultations, focusing on terminology, questioning strategies, and expressions of authority. The findings reveal that pharmacists frequently use medical terminology and directive language, which may unintentionally reinforce hierarchical power structures and limit patient participation. Closed-ended questioning patterns further limit patient engagement, while patients often show linguistic deference toward to pharmacists’ authority. The findings provide empirical evidence for integrating discourse awareness and patient-centered communication strategies into pharmacy education curricula. Strengthening pharmacists’ communicative competence may foster collaborative relationships and improve health outcomes.

Enhancing EFL students’ speaking ability through project-based learning: A study at an Indonesian university
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.v10i1.52429

This study examines the effectiveness of Project-Based Learning (PBL) in improving English as a Foreign Language (EFL) students’ speaking ability at Universitas Muhammadiyah Muara Bungo. A mixed-method design was employed, involving second-semester students of the English Education Department. Data were collected through speaking performance assessments and open-ended surveys. Quantitative results indicated a significant improvement in students’ speaking scores, with the average increasing from 78 to 88 across project tasks. Qualitative findings revealed enhancements in vocabulary, grammar, fluency, and confidence. Students reported that repeated practice, collaborative work, and authentic speaking tasks contributed to reduced anxiety and improved performance. The findings suggest that PBL not only enhances linguistic competence but also supports psychological readiness in speaking. Therefore, integrating project-based activities into speaking instruction is recommended to promote active learning and improve students’ communicative competence.

Bridging Teaching Experience and Reflective Academic Writing through Photovoice: Indonesian PLP–KKN Students in Thailand
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.v10i1.54256

This study aimed to explore how Photovoice supported Indonesian pre-service teachers participating in an international Praktik Lapangan Persekolahan and Community Service program (PLP–KKN) in Thailand in developing reflective academic writing based on their teaching experiences. The study focused exclusively on the Indonesian PLP–KKN students, while the teaching context in Thailand functioned as an intercultural learning environment rather than the object of investigation. A qualitative case study design was employed, involving two Indonesian student-teachers. Data were collected through Photovoice-based reflective writing and follow-up interviews. In this study, photographs functioned as reflective prompts that helped participants recall experiences, reflect on meaningful teaching moments, and organize their ideas in writing. The findings revealed that Photovoice helped participants express their teaching experiences more clearly and meaningfully in reflective academic writing. The use of photographs encouraged deeper reflection, supported idea development, and helped connect personal experiences with academic reflection. This study concludes that Photovoice can serve as a practical and effective reflective tool in international practicum and service-learning programs, particularly in supporting pre-service teachers’ reflective thinking and reflective academic writing in intercultural learning contexts.

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