IJORER : International Journal of Recent Educational Research
IJORER is an international journal (double-blind peer review) that focuses on Recent Educational Research. The journal concerns in Recent Educational Research accepts articles in the field of Education: instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, and educational developments. IJORER is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). Studies may relate to any age level - from infants to adults. IJORER, being an international journal, our editorial advisory board members are from various countries around the world. All manuscripts sent to IJORER will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Advisory Board and peer reviewer, articles are published or not. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
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<![CDATA[Freedom of Speech on Children’s Right Setting Toward Prevention of Bullying in Early Childhood Education: A Literature Review of Decolonization Approach ]]>
<![CDATA[Insan Sheny Priyandita]]>;
<![CDATA[Mubiar Agustin]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.95
<![CDATA[The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.]]>
<![CDATA[Development of Non-Fiction Text Digital Learning Media in Narrative Writing Skills for Fourth Grade Elementary School Students ]]>
<![CDATA[Wahyu Budi Astutik]]>;
<![CDATA[Setya Yuwana]]>;
<![CDATA[Hendratno]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.99
<![CDATA[This development research was carried out improve the learning outcomes of Indonesian students learning non-fiction text material in narrative writing skills in fourth grade students. This type of research is a Research and Development with Prestest-Posttest One Group Design, using the 4D development model which includes four stages, namely Define, Design, Development and Dissemination. Research respondents of this research are fourth grade. The instrument used a validation questionnaire, observation, practicality questionnaires and learning outcomes tests. Results of this research indicate that the validation of the material obtained 89.4% and the validation of the media obtained 100%. The practicality of the teacher's questionnaire got a percentage of 95%, while the student questionnaire got a percentage of 98.6%, the results of teacher and student observations obtained a percentage of 92.85% and 95%. The effectiveness based on giving pretest and posttest to students totaled 25 students with an average pretest result of 79.52 while the average posttest was 91.96. The result of the t-count is -11.085 and the probability of 0.000 which shows that there is a significant difference in the value of the narrative writing skills of fourth grade elementary school students using the development of non-fiction text digital-based learning media.]]>
<![CDATA[The Analysis Critical-Thinking Skills of Junior High School Students on Geoscience ]]>
<![CDATA[Anggraeni Rusmia Putri]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Erman]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.102
<![CDATA[This research aims to analyze the critical-thinking skill of the junior high school student in Mojokerto. This research describes students geoscience conception by using question instruments related to students' critical-thinking skills. The method that used in this research was pre-experimental design with one-shot case study design and descriptive quantitative approach. The test is done online via google form. The question instrument contains 20 questions related to geoscience concept, disasters, and mitigation materials that have been validated by a validator. This research involved 107 students who were on the 7th grade of junior high school in Mojokerto. The results showed that the analysis related to geoscience knowledge of students got an average of 48.79% which was included as very low category, while the critical-thinking skills got 43% on the interpretation indicator, 52% analysis, 79% evaluation, 40% inferential, explanation. 54%, and self regulation 40% with an average critical-thinking skills of 51% which concluded in the very low category. These critical-thinking skills must be built, especially in geoscience conceptl. The accuracy of the analysis of critical-thinking skills in this research only shows the results in the Mojokerto area.]]>
<![CDATA[Geoscience Literacy Profile of Junior High School Students ]]>
<![CDATA[Desy Suryani]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.105
<![CDATA[The purpose of this research is to find out the geoscience literacy profile of junior high school students in Surabaya. The method used in this research is quantitative method. The test is done online through google form. The problem used in the test instrument is an adaptation of the TIMSS (Trends in Mathematics and Science Study) question in the Earth Science sub-discussion. The question instrument contains 10 points of multiple choice questions, and 3 items of description questions that are the result of the development of indicator slices of TIMSS (Trends in Mathematics and Science Study) 2019 and basic competency indicators of curriculum 2013. The study subjects were 85 respondents who were grade VIII students of State and Private Junior High in Surabaya. The results showed that the geoscience literacy capability profile of junior high school students in Surabaya with an average score of 58.2% is included in the low criteria, there are two indicators that have low achievement criteria, namely identifying or describing changes in the earth's surface, and the impact of geological events; and describe the process of hydrological cycles and know the sun as a source of energy for the hydrology cycle, sufficient achievement criteria, contained in the domain of cognitive knowing and reasoning. While the criteria for achievement are low, it is found in the cognitive domain applying]]>
<![CDATA[Analysis of Junior High School Students Creative Thinking Skills in Distance Learning ]]>
<![CDATA[Nisa Auliyah]]>;
<![CDATA[Elok Sudibyo]]>;
<![CDATA[Munasir]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.111
<![CDATA[Purpose of this study is to analyze the creative thinking skills of junior high school students in physics in distance learning. This study describes students' creative thinking skills in physics using question instruments related to creative thinking. The method used in this research is descriptive quantitative method. The test is conducted online via google form. The instrument contains eight questions related to the physical matter of substance pressure and its application in everyday life. The subjects of this study were 32 students of VIII Junior High School in Gresik. The results showed that the analysis related to students creative thinking ability in physics obtained an average of 51.5% which was included in the creative enough category. On the fluency indicator it was 37% with the less creative category, 58% on the flexible thinking indicator (Flexibility). with the creative enough category, 64% on the original thinking indicator (Originality) with the creative category, 53% on the detailed thinking indicator (Elaboration) with the creative enough category and 43% on the metaphorical thinking indicator (metaphorical thinking) with the creative enough category. From these results it can be concluded that the creative thinking skills of student’s physics in distance learning are still in the sufficient category so that it needs to be improved especially in distance learning at this time, so that alternatives are needed in learning that is suitable for distance learning. Creative thinking skills are one of the important skills to be trained in the 21st century today.]]>
<![CDATA[An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java ]]>
<![CDATA[Ali Mustofa]]>;
<![CDATA[Mukhlas Samani]]>;
<![CDATA[Soedjarwo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.112
<![CDATA[This study aimed at investigating the relationship between school improvement and demographic variables such as age, gender, length of teaching, teacher’s employment status and educational background. Involving 400 participants of Madrasah Tsanawiyah’s (Islamic junior high schools) teachers in East Java and using school improvement scale, this study found that the higher teacher’s educational qualification is, the better the performance shown, which subsequently had consequences for school improvement in assisting students’ achievement. Likewise, the length of teaching and teachers’ employment status were found bringing influence on school improvement although their correlation directions vary. Meanwhile, gender and age are not related to school improvement. This study suggested teachers’ professional development to enable assistance for students’ success and eventually lead to school improvement.]]>
<![CDATA[The Effectiveness of Science Learning Tools Based on Education Sustainable Development (ESD) to Improve Problem-Solving Skills ]]>
<![CDATA[Dwita Dana Pradipta]]>;
<![CDATA[Madlazim]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.113
<![CDATA[This study aims to determine the effectiveness of practicing problem-solving skills from ESD-based science learning tools. This research is development research with the ADDIE development model and a one-group pre-test post-test design. Data collection methods using validation and tests. Learning tools in all aspects are stated to be very valid so that they can be implemented. The pre-test average score was 52.96 and the post-test score was 79.84 with an N-gain score of 0.67 in the moderate category. This shows that students can be improve in problem-solving skills with ESD-based learning. Students can improved problem-solving skills in the Lapindo mud phenomenon by integrating the liquid pressure material (Archimedes Law and Bernoulli's Law) with the ESD concept (social, ecological, and economic). In terms of ecology, Lapindo mudflow can be overcome by applying Bernoulli's Law. In the economic sector, the overflowing Lapindo mud can be used as a building material. This is studied in the material of Archimedes Law. In the social point, students can communicate the results of problem-solving with the concept of ESD to the surrounding community.]]>
<![CDATA[Does Impact of Using an Online Learning on Salesmanship Course in The Era Covid 19 Pandemic? ]]>
<![CDATA[Harti]]>;
<![CDATA[Raya Sulistyowati]]>;
<![CDATA[Tri Sudarwanto]]>;
<![CDATA[Septyan Budi Cahya]]>;
<![CDATA[Veni Rafida]]>;
<![CDATA[Tareq Furas]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.114
<![CDATA[This research aims to explore the application of learning salesmanship courses during the COVID-19 pandemic, where there are social policies and physical distance conducted by online lectures, while salesmanship courses will be effective if done with many direct practices. Approved implementation of planning, implementation, and evaluation of the implementation of online learning with the support of learning applications such as learning modules and videos. This research was conducted using descriptive qualitative, discussion, and collect data about responses and submissions of learning applications consisting of modules and video sales used during the online learning process. The technique of collecting data is done by collecting, observing, and questioning. Data were analyzed qualitatively using NVIVO software. The results showed that learning tools in the form of salesmanship modules and videos received very high responses, and were effective in fostering student interest in learning, the results of data analysis showed that with modules and videos made learning salesmanship easier, especially on the topic of effective selling techniques online at a pandemic period, very relevant to current needs.]]>
<![CDATA[The Results Presentation of The Test Plants As A Natural Indicator of The Test Compounds of The Acid-Base Balance In the Teaching Materials of The Atlas to Train Scientific Reasoning Students ]]>
<![CDATA[Raddina Aprilia Putri]]>;
<![CDATA[Endang Susantini]]>;
<![CDATA[Titik Taufikurohmah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.116
<![CDATA[The type of research applied in this research is Research and Development. The development model used is Dick and Carrey. The purpose of this research and development is to design an Atlas and apply it to train the students' scientific reasoning abilities. Atlas is a teaching materials developed and applied to high school / vocational / MA level students. The sample chosen for the implementation of the Atlas of teaching materials was grade X of VOCATIONAL Health Yannas Husada Bangkalan students. The application of plants as natural indicators of acid-base tests is the material presented in the developed Atlas. Plants selected as indicators are tested first to be presented in the Atlas. Atlas is a teaching material that can convey information related to the use of natural indicators of the acid-base test to train the students' scientific reasoning skills. The four indicators of scientific reasoning that are trained are Theoretical Reasoning, Proportional Reasoning, Probabilistic Reasoning, and Correlational Reasoning. The data shows the students' scientific reasoning ability on the post-test results, as many as 20% of students are on the high criteria, 60% are moderate criteria, and 20% are still on the low criteria from the post-test results. The post-test result data is quite increased when compared to the pretet results, which 100% of students are in the low criteria.]]>
<![CDATA[Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects ]]>
<![CDATA[Yohana Saraswati]]>;
<![CDATA[Sifak Indana]]>;
<![CDATA[Elok Sudibyo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v2i3.118
<![CDATA[Humans are faced with industrial advances based on science and technology to meet the needs of human life and solve problems from related issues based on scientific literacy skills. This study aims to describe students' scientific literacy skills which include aspects of knowledge, aspects of competence, aspects of cognitive, and aspects of the context of junior high school students aged 15 years. This research is a quantitative descriptive analysis research. The instrument used to determine scientific literacy skills was a scientific literacy test consisting of 20 multiple choice questions. The science literacy test was validated by two expert lecturers at the State University of Surabaya and one science teacher at State Junior High School of 32 Surabaya. The research also aims to describe the correlation of scientific attitudes to scientific literacy skills. The instrument used was a response questionnaire with 20 yes and no questions. The results showed that the value of the knowledge aspect was 60.57%, the competency aspect was 60.60%, the cognitive aspect was 59.9%, and the context aspect was 60.19%. Scientific literacy skills can be improved by refraction,strategies, and appropriate learning methods. Teachers need to provide access to learning resources from various literary sources, including browsing information via the internet. Students need to be trained to be literate, hone critical and creative thinking, be competent in making decisions to solve problems, and communicate systematically.]]>
