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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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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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Why inclusive education remained stagnant in Pidie regency? Nabila, Nudhar; Niswanto, Niswanto; Bahrun , Bahrun; Wardatina, Wardatina
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.v10i2.50224

Abstract

Inclusive education is a manifestation of the global commitment to education for all. Although mandated by various national regulations, the implementation of inclusive education remained stagnant due to multiple challenges. This study aimed to examine strategies adopted by the government in planning and ensuring the effectiveness of inclusive education in Pidie Regency. This study employed a qualitative approach involving data from the education data system (Dapodik) and key stakeholders from Balai Penjaminan Mutu Pendidikan (BPMP) Aceh, Dinas Pendidikan dan Kebudayaan Kabupaten Pidie (Disdikbud Pidie), SMPN 4 Sigli, and SDN 1 Lampoih Saka. The qualitative data were processed and analyzed using NVivo 15 to facilitate systematic coding, theme categorization, and identification of patterns related to the implementation of inclusive education. The study found that the main challenges in implementing inclusive education are the lack of indicators of success, limited human resources, limited literacy about inclusive education, the absence of clear regulations, lack of coordination, limited access to infrastructure, and budget constraints. These results indicated that inclusive education in Pidie regency remains stagnant due to weak policy support and unstructured practices. This pointed out the need to strengthen policies and regulations, enhance resources and facilities, and build sustainable capacity to ensure the effective and equitable implementation of inclusive education.
Digital literacy challenges of junior high school teachers in society 5.0 education transformation Zahara, Rizka; Niswanto, Niswanto; Rasyid, Suparta; Warni, Aida
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.v10i2.50225

Abstract

The development of Society 5.0 requires junior high school teachers to have adequate digital literacy to support educational transformation in the 21st century. The main problem arises when teacher competencies and school management systems are not in line with the demands of Society 5.0. This study aims to analyze the challenges of digital literacy among junior high school teachers in the context of educational transformation in the Society 5.0 era, which hinders its implementation in schools. This research uses a descriptive qualitative approach conducted at SMP Negeri 2 Sigli and SMP Unggul YPPU Sigli. Data were collected through observation, interviews, and document analysis, with the research subjects consisting of teachers and principals. The findings show that the challenges of teacher digital literacy include weak school policies, limited teacher competencies, and inadequate infrastructure. Improving digital literacy requires synergy between teacher competencies, visionary leadership, and a supportive policy framework. Recommendations include developing systematic programs, implementing continuous training, providing adequate infrastructure, and conducting indicator-based evaluations to build a digital learning ecosystem aligned with the demands of Society 5.0.
Autonomous learning, self-regulated learning, and Arabic reading comprehension: A quasi-experimental study Arifin, Shokhibul; Degeng, I Nyoman Sudana; Setyosari, Punaji; Ulfa, Saida
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.v10i2.52422

Abstract

This study examined how instructional strategy and self-regulated learning (SRL) relate to students’ Arabic reading comprehension. A quasi-experimental 2 × 2 factorial design was used with 120 students enrolled in Arabic courses at Universitas Muhammadiyah Surabaya. Two intact classes completed autonomous-learning activities, while two other classes followed cooperative-learning activities. Students were grouped into high- and low-SRL categories based on questionnaire scores. Data were collected through pre-tests and post-tests and analyzed using descriptive statistics, an independent-samples t-test, and two-way ANOVA. The pre-test results showed no significant difference between the two instructional groups. Post-test results indicated significant effects of learning strategy, SRL level, and their interaction. These findings suggest that the suitability of autonomous and cooperative reading activities may differ according to students’ SRL levels. Because intact classes were used, the results should be interpreted cautiously.  
Contribution of learning facilities and teacher professional development to teacher job satisfaction in public junior high schools Ningsih, Sri Kurnia; Syahril, Syahril; Sabandi, Ahmad; Al Kadri, Hanif
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 3 (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.v10i3.54532

Abstract

This study examined how learning facilities and teacher professional development contribute to job satisfaction among public junior high school teachers in Padang Pariaman Regency, Indonesia. Using a quantitative correlational design, 291 teachers were selected from a population of 1,187 through cluster sampling and proportionate stratified random sampling. Data were collected using validated, reliable Likert-scale questionnaires and analyzed using descriptive statistics, simple linear regression, and multiple linear regression in SPSS. The results indicated that learning facilities and teacher professional development each made a positive and statistically significant contribution to teacher job satisfaction. The two variables also contributed significantly to job satisfaction when examined simultaneously. These findings indicate that adequate learning facilities and sustained professional development opportunities are important organizational factors associated with teacher job satisfaction. The research emphasizes the necessity of improving school resources and providing continuous professional development to support teachers’ professional well-being.
Lexicon-enhanced aspect-based sentiment analysis for evaluating Indonesian learning applications Wibowo, Jonathan Arya; Lubis, Muharman; Utomo, Rio Guntur; Ladkoom, Kobthong
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 3 (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.v10i3.55965

Abstract

This study evaluates user perceptions of two Indonesian learning applications, Ruangguru and Pahamify, through lexicon-enhanced aspect-based sentiment analysis of 14,768 Google Play reviews published between 2020 and 2025. EduAppLex-ID, a pilot domain lexicon containing 46 multiword expressions, was developed as an extension of the Indonesian Sentiment Lexicon. Overall sentiment toward both applications was favorable, with Pahamify showing a small but statistically significant advantage. Pedagogical quality received the most positive evaluation, whereas system quality was evaluated negatively for both applications. Monetization produced the largest difference between the applications. A lexicon audit identified eighteen high-frequency entries whose polarity assignments were unsuitable for the educational-application domain. These entries accounted for approximately one-fifth of the corpus’s sentiment mass, and their removal increased the observed between-application effect size. Because no human-annotated validation dataset was available, interpret the findings as exploratory evidence. The results demonstrate the importance of domain-specific lexicon calibration and aspect-level analysis when examining Indonesian educational-application reviews.

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