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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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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 455 Documents
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Development and validation of a HyperChem-integrated project-based e-module on molecular shapes to enhance students’ digital literacy Meliza, Meliza; Sucahyo, Eko; Hasibuan, Mutiah Novriani; Siregar, Sevvida
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.48634

Abstract

This study aimed to develop and validate a project-based e-module on molecular shapes integrated with HyperChem computational media to enhance students’ digital literacy skills. The study employed the Plomp development model, which is a framework for educational design that consists of preliminary research, prototyping, and assessment phases. The participants were undergraduates enrolled in a basic chemistry course. Data were collected through expert validation sheets, practical questionnaires, and student learning activities. The validity of the e-module was assessed using Aiken’s V, and practicality was assessed using descriptive percentages. The results showed that the average Aiken’s V value was 0.89, indicating high validity. The practicality test conducted with students yielded an average score of 87.84%, indicating that it was very practical. These findings indicate that the developed HyperChem-integrated project-based e-module is valid and practical for supporting chemistry learning, particularly in improving students’ digital literacy and understanding of molecular shapes.
The effect of online gaming intensity on students’ social behavior in physical education Iqroni, David; Saputra, Endarman; Sulistiyo, Urip; Sofyan, Sofyan; Sofwan, Mohammad; Nugraha, Ugi; Ali, Muhammad
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.54810

Abstract

This study aims to examine the effect of online gaming intensity on students' social behavior in Physical Education (PJOK) within a blended learning context. Quantitative correlational and regression design was employed, involving 74 tenth-grade students selected via simple random sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using normality tests, Pearson correlation, and simple regression. The results indicate a very strong and significant relationship between online gaming intensity and social behavior (r = 0.848, p < 0.05), accounting for 71.9% of the variance. However, this study is limited to a single school context and does not account for other influencing factors such as family background and psychological conditions. The findings suggest that digital engagement is closely linked to students’ interaction patterns, particularly in blended learning contexts. educators must manage technology strategically to balance virtual and direct social interaction in blended learning environments.
Educational quality assurance: The impact of policy on student learning outcomes. Andrianti, Sarah; Ming, David
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.46922

Abstract

This study examines how schools for students with special needs maintained quality assurance practices during the COVID-19 pandemic. It examines the stages of QA planning, implementation, evaluation within the school accreditation process, and how school leaders viewed QA as a form of institutional accountability during a period of educational disruption. The analysis refers to the standards established by the National Accreditation Board for Schools/Madrasah which focuses on four major aspects: graduate competency, teaching and learning processes, teacher qualifications, and school management. As the demand for globally competitive education continues to grow, the Indonesian government has encouraged educational institutions to strengthen their accreditation systems. This has raised important issues, including the role of national accreditation bodies, alignment between local and international quality assurance (QA) standards, and recognition of accreditation outcomes across institutions. The study found that schools relied heavily on collaboration among teachers, principals, parents, and other stakeholders to maintain educational quality during the pandemic period.
Direct supervision, technical competence, and work quality in school asset administration Emanisar, Velnika; Gustitianti, Nurhizrah; Rusdinal, Rusdinal; Syahril, Syahril
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.47830

Abstract

Effective school asset management depends on both organizational support and employee competence. This study examines the contribution of supervisory supervision and technical competence to the work quality of assistant property administrators in senior high schools, vocational high schools, and special schools in West Sumatra Province. A quantitative correlational design was employed involving 194 assistant property administrators selected through stratified proportional random sampling. Data were collected using a structured questionnaire and analyzed through descriptive statistics, correlation analysis, and multiple regression. The findings indicate that supervisory supervision accounts for 13.4% of work quality, while technical competence accounts for 34.7%. Simultaneously, both variables explain 40.3% of the variance in work quality, with technical competence emerging as the stronger predictor. The results suggest that improving administrative performance requires not only effective supervision by school leaders but also continuous professional development to strengthen technical capabilities. The study contributes to educational management literature by highlighting the importance of integrating supervisory practices and competency development to improve accountability and effectiveness in school asset administration.
Instructional leadership and pedagogical competence influencing teacher commitment in Indonesian junior high schools Sagita , Devy Eka Yanthi; Setiawati, Merika; Hadiyanto, Hadiyanto; Sulastri, Sulastri
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.48064

Abstract

This study aims to examine the influence of instructional leadership and pedagogical competence on teacher commitment in public junior high schools in West Pasaman Regency. A quantitative associative causal design was employed, involving 72 teachers selected through proportional stratified random sampling from a population of 241 civil servant teachers. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics and regression analysis. The results indicate that instructional leadership significantly influences teacher commitment by 52%, while pedagogical competence contributes 36.5%. Simultaneously, both variables explain 61.5% of the variance in teacher commitment. Overall, teacher commitment is categorized as high, while instructional leadership and pedagogical competence are in the good category. These findings highlight the importance of strengthening instructional leadership and enhancing pedagogical competence to improve teacher commitment.
Implementation of experiment-based learning to improve students’ understanding of corrosion concepts Utama, Fajar Darma; Ratnawulan, Ratnawulan; Fauzi, Ahmad; Amir, Harman; Fauziah, Dary Nasmi
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.49212

Abstract

This study aims to implement experiment-based learning to improve students’ understanding of corrosion concepts. Experimental learning was selected because it provides more contextual learning experiences and helps students understand scientific concepts through direct observation. The study was conducted through corrosion experiments using iron plates subjected to coating treatment and immersion in NaCl solution with different immersion durations. The learning activities were designed to develop students’ observation, analytical, and problem-solving skills during the experimental process. The study employed an experimental approach by involving students in observing changes in material conditions caused by corrosion processes. The research data were obtained from observation results, practicum documentation, and evaluations of students’ conceptual understanding after the learning activities were completed. The findings showed that experiment-based learning helped students better understand corrosion concepts and the factors influencing corrosion rates. In addition, students demonstrated increased engagement and learning interest during the practicum activities. These findings indicate that experiment-based learning can serve as an effective alternative learning approach to support more meaningful and applicable science learning.  
Enhancing Christian religious education through self-regulated learning strategies: A pre-experimental study at Kadesi Theological school Suparti, Hana; Wahyuni, Sri
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.50775

Abstract

This research aims to examine the effectiveness of Self-Regulated Learning (SRL)-based learning in improving students' speaking skills in Christian communication and homiletics courses at Kadesi Theological College. The study used a pre-experimental design with a one-group pre-test and post-test, involving 24 fifth-semester students in the Christian Religious Education Study Program. Data were collected through speaking ability assessments, classroom observations, reflection journals, and learning evaluations. The results showed a significant increase in pronunciation, intonation, fluency, and the ability to organize theological ideas after the implementation of the SRL strategy. The students' average score increased from 67.88 in the pre-test to 81.08 in the post-test. In addition, students showed increased self-confidence, active participation, and independence in the learning process. This research indicates that SRL-based learning can support reflective learning and improve theological communication competency in the context of Christian religious education.
How does organizational vigilance drive higher education performance? The mediating role of organizational ambidexterity Irvianti, Laksmi Sito Dwi; Rahayu, Agus; Wibowo, Lili Adi; Sofia , Alfira
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.51584

Abstract

This study examines the effect of organizational vigilance on higher education performance, with organizational ambidexterity as a mediating variable. The research was conducted in universities within the LLDIKTI III region of Indonesia, using a quantitative, cross-sectional survey design. Data were collected from 42 decision-makers at “Unggul”-accredited universities using structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that organizational vigilance has a positive and significant effect on organizational performance. Furthermore, organizational ambidexterity partially mediates the relationship between organizational vigilance and performance, suggesting that vigilance enhances performance both directly and indirectly through the organization’s ability to balance exploration and exploitation activities. These findings highlight the importance of strengthening environmental awareness and adaptive capabilities to improve university performance. Future research is recommended to use larger samples and additional variables to enhance generalizability. 
Investigating the value-based strategic leadership on private higher education performance: Evidence from West Java and Banten, Indonesia Rasyid, Mohammad Kurniadi; Disman, Disman; Senin, Samsul Hadi; Purwaningsih, Dyah
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.51896

Abstract

This study investigates whether value-based strategic leadership improves organizational performance in private higher education institutions. An explanatory survey was conducted across West Java and Banten, Indonesia. Data from 212 valid respondents (lecturers, administrative staff, and administrative staff from 120 higher education institutions) were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. The findings confirm a strong positive effect of strategic leadership on organizational performance (β = 0.824; t = 29.257; p < .001) with substantial explanatory power (R² = 0.679). Measurement model assessment indicates strong internal consistency (Cronbach’s α = 0.923–0.966), convergent validity (AVE = 0.592–0.764), and acceptable discriminant validity (HTMT = 0.863). Descriptive results indicate that leadership is perceived as effective (mean = 3.52/5), while performance is perceived as high overall (mean = 3.48/5), although staff satisfaction and financial capability remain the weakest performance facets.
Exploration of differentiated learning and its impact on students’ social skills in elementary schools Supriati, Supriati; Sriyanto, Sriyanto
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.52423

Abstract

Differentiated learning is increasingly recognized as an approach that addresses students’ diverse learning needs while encouraging active participation in the classroom. This study explored the implementation of differentiated learning and its influence on students’ social skills at State Elementary School 3 Kemawi, Banyumas Regency, Indonesia. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis. The participants consisted of two classroom teachers and six students from the third and sixth grades. The findings revealed that teachers implemented differentiated learning through diagnostic assessment, flexible instructional planning, and modifications to content, process, and product. Students responded positively to these practices and demonstrated improvements in peer relationships, self-management, academic participation, compliance, and assertion skills. The study suggests that differentiated learning can support both academic engagement and social development by creating learning environments that promote collaboration, participation, and respect for individual differences.

Page 42 of 46 | Total Record : 455

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