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IJORER : International Journal of Recent Educational Research
Published by Universitas Muhammadiyah Makassar
ISSN : 2721852X     EISSN : 27217965     DOI : https://doi.org/10.46245/ijorer
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 6 (2022): November" : 10 Documents clear
Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science Julianto Julianto; Wasis Wasis; Rudiana Agustini; Suprayitno Suprayitno; Asri Susetyo Rukmi; Fitria Hidayati; Endah Rahmawati
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.255

Abstract

The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.
Comparative Study of Student Learning Outcomes in Online and Offline Learning during the Pandemic Putri Ulfa Kamalia; Norida Canda Sakti; Riza Yonisa Kurniawan
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.256

Abstract

Learning is carried out offline starting April 2022 after the COVID-19 pandemic began to subside and the statistics on COVID-19 cases in the city of Surabaya showed a low risk status. Learning that was originally done online was changed back to being done offline. Therefore, this study aims to identify differences in student learning outcomes in online and offline learning. This research is a quasi-experimental research with comparative method and quantitative approach. Research data was collected on macroeconomic theory courses in the even semester of the 2020/2021 academic year for online learning and the 2021/2022 school year for offline learning. The study population was 18 students who were randomly selected from the economic education study program in 2020 and 2021. Processing and analysis of research data used an independent sample T-test. Based on the results of the independent sample t-test, the Sig (two-sided) value is 0.356 > 0.05. These results indicate that there is no significant difference in the average student learning outcomes between online and offline learning. Students' online learning has an average learning outcome of 85.8889, higher than offline learning of 81.3333. Therefore, learning activities are more flexible during the pandemic and can be done online or offline.
Project-Based Hybrid Learning; Effectiveness, Quality of Writing A Thesis Proposal, Independence, and Learning Satisfaction Thamrin Thamrin; Saidun Hutasuhut; Joko Suharianto; Reza Aditia
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.257

Abstract

During the COVID-19 pandemic, it is suspected that educational institutions are facing a decline in the quality of learning because learning cannot take place face-to-face, and teaching materials and learning models applied are still conventional. The purpose of this study is to determine the effectiveness of the application of project-based hybrid learning in improving the quality of writing thesis proposals for students of the Medan State University (Unimed) Business Education Study Program and see the impact of accompaniment to learning independence and student learning satisfaction. This research method applies quasi-experimental with posttest control group design for experimental and control classes. The research population of all students currently attending the Research Methodology lecture in 2021 is 51, consisting of two classes (A & B). The sample was determined by random sampling, with class A as the experimental class of 26 people and class B as the control class of 25 people. Experimental classes are taught with project-based hybrid learning through Google meet and LMS, and control classes are taught with conventional learning through asynchronous LMS. All participants were tasked with compiling a thesis proposal after finishing the treatment. The difference in the average results of the assessment of the thesis proposals of the two classes was carried out with the Mann-Whitney test because the data were not normally distributed. The results of this study show that the application of project-based hybrid learning is effective in improving the quality of writing thesis proposals, independence, and learning satisfaction.
The Analysis Effectiveness of Guided Inquiry Implementation to Improve Students’ Science Process Skills Kartika Sulistyani; Sifak Indana; Elok Sudibyo
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.258

Abstract

In improving science process skills, several learning approaches are carried out by teachers to achieve these objectives. One of the learning approaches used is the guided inquiry implementation. The objective of this research was to analyse effectiveness of the guided inquiry implementation to improve science process skills for elementary, junior high, and senior high school students. The research method used is study literature from various studies that have been published in journals, both nationally and internationally. Based on the analysis of 30 articles using the guided inquiry implementation, it is concluded that this learning approach is effective in improving science process skills, but teachers need to be aware for some strengths and weaknesses of this learning approach, so they need to be creative and innovative to develop the method used based on the characteristics of students in order to achieve the objective. Additionally, the use of the guided inquiry implementation can also improve long term memory, critical and creative thinking skills, motivation to learn science, and improve cognitive learning outcomes in science.
How Thinking Routines Enhance Critical Thinking of Elementary Students Mala Rejeki Manurung; Siti Masitoh; Fajar Arianto
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.260

Abstract

Learning English as a foreign language within a primary school in Indonesia tends to be teacher-centered and focuses on the single correct answer. The demands of tests and covering textbook materials for tests prevent students from becoming active thinkers. Specific strategies have been proposed to promote critical thinking skills. Previous studies focused on applying thinking routines either in early childhood or higher education. This study examines the effect of thinking routines on sixth-grade elementary school students' critical thinking ability within an English lesson. The quasi-experimental research was conducted with 64 students divided into a control group (N=32) and an experimental group (N=32) at two different schools. This research was conducted online due to the COVID-19 pandemic. The data is analyzed statistically using the Mann-Whitney U Test. Critical thinking ability tests and observation sheets were used as data collection tools. The results reveal that thinking routines significantly improved sixth-grade students' critical thinking skills. The result suggests using thinking routines in teaching and learning to support students thinking from different points of view.
Guidance and Counseling Services to Develop Student Career Maturity Mafufah Hastin; Najlatun Naqiyah; Eko Darminto
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.261

Abstract

This study describes career guidance and counseling services for career maturity of high school students. The method used is library research method. The results of the study refer to the components of international, national journal articles and input from supervisors, namely: The successful application of services from 25 journals has 6 studies that are influenced by various factors (a) adversity quotient, self-awareness, gender and socioeconomic status, (b) learning motivation, (c) locus of control and self-concept, (d) self management. 11 studies of career maturity results can improve. Three studies on the use of media, namely assessment tools, modules and multimedia. Three studies through self-efficacy, 2 studies compare the career maturity of students between boys and girls. Methods or techniques found 8 methods or techniques, namely (a) group counseling services, (b) career portfolio media, (c) career information services, (d) self management techniques, (e) collaborative career guidance, (f) interactive multimedia career information, (g) self-efficacy techniques, (h) career guidance module. The scope and targets are from higher education to high school. The targets are mostly mixed sex, both individually and collectively. Suggestions or recommendations that are expected to provide career guidance services to increase student career maturity.
Development of Conflict Management Style Media Development Based on Android to Know the Style of Managing Conflict of High School Students Qorina Aris Budiarti; Retno Tri Hariastuti; Endang Pudjiastuti Sartinah
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.262

Abstract

This study aims to develop a set of android CMS (Conflict Management Style) to find out the style of managing conflict among high school students as an important information to reduce conflict appropriately and responsibly that meets the assessment criteria of acceptability includes aspects of usability, feasibility, accuracy and propriety. This research uses the Borg & Gall development research method which includes: (1) preliminary studies; (2) planning; (3) initial product development; (4) testing expert validation; (5) product revision. After that, the data were analyzed using quantitative and qualitative methods. The material expert test assessment shows 92.19%, means that the contents of CMS (Conflict Management Style) android material is very good, no revision needed. Not only that, the Rating media expert test also shows a very good results, which is 100%, it means that this application design can be considered as a very good one. So concluded that the development of android-based conflict management style understanding media to determine students' conflict management styles had met the criteria for good acceptability in the design and content of the discussion, so that the Android CMS (Conflict Management Style) could be used as information to reduce and direct conflict.
Development of Story Books Containing MELESAT (Mathematics, Existence, Literacy, Engineering, Science, Art, Technology) to Improve Literacy Skills among Group B of Early Childhood Education Miftakhul Jannah; Rachma Hasibuan; Ruqoyyah Fitri; Ajeng Putri Pratiwi; Andy Ledy Permata Putri
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.263

Abstract

The purpose of this study was to develop a storybook containing Mathematics, Existence, Literacy, Engineering, Science, Art, Technology (MELESAT) to improve literacy skills among group B of early childhood education and to test the feasibility of designing a storybook containing MELESAT. This type of research is a Research and Development with Pretest - Posttest One Group Design, using the ADDIE model which includes five stages, namely Analysis, Design, Develop, Implementation, and Evaluate. Subjects are children aged 5-6 years, including group B early childhood education totally 20. The instrument used a validation questionnaire and literacy tests. Results of this research indicate that the validation of the material obtained 3.04 of 4, validation of book design obtained 2.55 of 4 and validation of the media obtained 2.89 of 4. The effectiveness based on giving pretest and posttest to students totaled 20 subjects. The results showed that the pre-test score of 57% was developing as expected, and 43% was starting to develop. Post-test scores showed 7.5% progressed beyond expectations, 87.5% progressed as expected, and 5% started to develop. Through the content, design, and use of MELESAT books, there is an increase of literacy skills of children aged 5-6 years including group B early childhood education.
Job Autonomy and Teacher Career Commitment in Educational Olievia Prabandini Mulyana; Umi Anugerah Izzati
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.264

Abstract

Study aims to determine the relationship between job autonomy and teacher career commitment in educational. This study used quantitative method and the study design is correlation study. The sampling technique used is accidental sampling to the population of teachers in an educational foundation with minimum a year work period. The participants of this study are 191 teachers from educational background. The data collection used job autonomy scale and teacher career commitment scale in a likert scale model and data analyzed using a statistical test of product moment correlation with SPSS program. The results of the study shown that there is a significant positive relationship between job autonomy and teacher career commitment. In other words, the higher the autonomy of the job for teacher, the higher their career commitment. Otherwise, the lower the teacher job autonomy, the lower the teacher’s career commitment too. This study shows that job autonomy and career commitment have a significant relationship that can interconnect by each other in term of professional career as teacher.
Factors Influencing Students' Career Maturity in Vocational and General High School Gita Aulia Nurani
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.265

Abstract

Career maturity is a continual process of development that demonstrates notably recognised attributes required for career advancement. However, internal and environmental variables determine career maturity. This study explores the aspects of career maturity in high school students by collecting the literature. The following criteria were used to choose articles for inclusion: 1) articles describing career maturity in general high school or vocational high school; 2) articles published in English or Indonesian; 3) entire passages in published works; 4) published during the previous ten years. Results mentioned students at vocational high schools typically have more components than students in general high schools. Social attachment, adversity intelligence, emotional intelligence, career interest, motivation, and career aspirations are maturity elements that show in vocational students. Meanwhile, self-determination, self-esteem, self-actualisation, self-confidence, and psychological well-being, on the other hand, are characteristics that impact the professional maturity of general high school students. Since most of these elements are internal to students, it is critical for general high school students to recognise self-reinforcement and self-understanding.

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