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[Implementation of Continuous-Assessment on Postgraduate Program ]]>
<![CDATA[Wasis Wasis]]>;
<![CDATA[Titin Sunarti]]>;
<![CDATA[Mukhayyarotin Niswati Rodliyatul Jauhariyah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.279
<![CDATA[Objective: The assessment approach is crucial to achieving learning outcomes. Contonuous-Assessment (CA) is one alternative assessment that can be used to increase various skills. This preliminary study aims to: (1) formulate CA and project-based assessment in higher education; (2) describe the lecturer's and students' perception of CA in the postgraduate program; (3) map course assignments within the framework of CA at the postgraduate level. Method: Data was collected through Forum Group Discussions (FGDs) and questionnaires. Data were analyzed both qualitatively and quantitatively. Results: The results show that the conceptual study of the CA should pay attention to the purposes, improve the learning process, involve students fully and purposefully in their learning, and explore the factors that influence the learning process. The design of CA is realized as demand mapping for each course in the form of products or small projects as part of the stages for completing a thesis/dissertation. Most lecturers and students agree that the lecture process uses a CA design in which each course contributes to achieving the thesis/dissertation. A small number of them disagree and give some suggestions. Novelty: The novelty of this research is to produce a mapping of assignments from all courses, which leads to the completion of writing a thesis/dissertation.]]>
<![CDATA[Determining Learning Activities to Promote Scientific Reasoning in Science Learning: A Literature Review ]]>
<![CDATA[Husfina Lailiyatus Suaidah]]>;
<![CDATA[Endang Susantini]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.285
<![CDATA[Objective: The objective of this study is to analyze learning activities in science learning that can promote scientific reasoning skills and provide the best way to teach it. Method: The method used is a literature review analyzing 20 articles indexed by the Scopus database from 2017 – 2022. There are 200 articles about teaching scientific reasoning in the Scopus database, and 20 articles that focused on science learning were selected. The 20 articles then analyzed the domain of scientific reasoning and learning activities to train it. Results: The results showed that science learning interventions in practicing scientific reasoning can be carried out starting from secondary to higher education levels. The learning interventions can be designed in face-to-face learning by integrating social science phenomena/cases, conducting guided investigations assisted by modules, and implementing argument-based learning or online learning using mobile apps/online simulations. There is a tendency that investigative activities are the most widely used intervention to promote scientific reasoning skills in science learning. Novelty: This study can provide an overview of science learning activities that promote scientific reasoning so that teachers can design the most appropriate learning activities to train students' scientific reasoning.]]>
<![CDATA[Profile of Guided Inquiry in Science Learning in Junior High Schools ]]>
<![CDATA[Firdausy Rahma Agustiningrum Setiawan]]>;
<![CDATA[Zainul Arifin Imam Supardi]]>;
<![CDATA[Budi Jatmiko]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.294
<![CDATA[Objective: This study aims to discover that guided inquiry is related to science learning at the high school and junior high school levels, which can increase students' knowledge in learning. The researchers also found that guided inquiry could only improve students' literacy skills to a moderate level, which indicated that guided inquiry was needed to improve these abilities. Method: The research method used is the literature review method by collecting sources that can be used as references or related references. Results: Based on the results of the literature review that has been carried out, it was found that the use of the guided inquiry learning model is proven to be an alternative to active science learning in terms of students' thinking and cognitive skills. Learning outcomes when applying the guided inquiry learning model follow the nature of science learning, including scientific attitudes, processes, products, and applications. Novelty: Research that previous researchers have carried out needs coordination with related parties, namely schools, which will also affect the research results. In addition, this research uses a lot of guided inquiry models rather than free inquiry models, which shows a less significant difference in the results to be achieved.]]>
<![CDATA[Research Trend of Environmental Education in Science Based on Scopus Database ]]>
<![CDATA[Putih Sari]]>;
<![CDATA[Tarzan Purnomo]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.296
<![CDATA[Objective: This study analyzes the trend of implementing environmental education in science research. Method: This research was conducted using the bibliometric literature study method. The data collection of this study used a Scopus database and was analyzed by the Vosviewer application. Result: From this study known that there is a significant increase in environmental education science research. The highest number of publications carried out in 2021 was six articles. The results of the VOSviewer visualization found 3 clusters red, green, and blue. Red cluster show related keyword research about education, curriculum, learning science, and education program. Green cluster show related keyword research about environmental education and science education. Blue cluster show related keyword research about sustainable development, science and technology, environmental technology, environmental science, and environmental sustainability. From the cluster, there are known that some theme related can be used to combine and use to research environmental education in science. Novelty: Analysis of these research trends can be used as a reference and a means of developing self-abilities concerning being an environmental educator in schools. Implementing environmental education can make students better understand and explore their abilities in science.]]>
<![CDATA[Profile of Problem-Solving Ability in Junior High School Students on Global Warming Lesson Material ]]>
<![CDATA[M. Aldiono]]>;
<![CDATA[Tarzan Purnomo]]>;
<![CDATA[Tjipto Prastowo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.301
<![CDATA[Objective: This study aims to determine the profile of problem-solving ability in junior high school students on global warming. Method: This research is preliminary. The study used a quantitative-descriptive research type and a purposive-sampling method. The instrument included a problem-solving ability test with four questions based on the Polya indicator on global warming lesson materials. The research sample consisted of 33 students from class VII-B, JHS Al-Miftah 4 Karang Anyar Ketapang Timur Sampang District East Java Province, who had previously received global warming lesson materials. The research data was analyzed by calculating the average score of the indicator student's problem-solving ability in the form of a percentage. Result: The results were as follows: the interpretation of problem-solving abilities in students is still dominant in the "Very Less" category with a score of 43%, and the overall average value of problem-solving abilities obtained based on indicators of problem-solving abilities gets of 32.25% belonging to the category "Not enough." Novelty: Analysis of problem-solving abilities can be a reference and a means of developing self-ability related to problem-solving abilities in the school environment, considering that solving abilities have yet to be highlighted too much, especially in remote areas. Problem-solving abilities are still a problem in the world of education, so further research is needed as a means to improve students' problem-solving abilities.]]>
<![CDATA[Analysis of Critical Thinking Skills of Prospective Elementary School Teacher Student ]]>
<![CDATA[Julianto, Julianto]]>;
<![CDATA[Wiryanto, Wiryanto]]>;
<![CDATA[Suprayitno, Suprayitno]]>;
<![CDATA[Susetyo R, Asri]]>;
<![CDATA[Hidayati, Fitria]]>;
<![CDATA[Rahmawati, Endah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.302
<![CDATA[Objective: Education is one of the basic needs of humans. The current educational challenge is to produce individuals who can compete in the 21st century. We can access various information freely via the internet, and there is no guarantee that the news we see is true. To use this information properly, individuals must evaluate data and information sources. Method: The type of research used is qualitative research. The population in this study is all ESTE FoE Unesa students, and the sample used is the 2018-2020 class. The sample used was class 2019, D, and F, totaling 84 students. The data collection method used in this study is the test. The instrument used in this study was a critical thinking skills test. Data analysis was carried out in percentage terms. Results: The results showed that the critical thinking skills of Elementary School Teacher Education Faculty of Education Unesa students were in a low category. The results of this study are expected to be used by lecturers or researchers to design and develop learning activities that can facilitate students to practice critical thinking skills. Novelty: Lecturers can design the implementation of learning in the classroom that trains critical thinking skills to become more qualified, effective, and efficient.]]>
<![CDATA[Analysis of Early Childhood Fine Motor Skills Through the Application of Learning Media ]]>
<![CDATA[Resi Rosalianisa]]>;
<![CDATA[Budi Purwoko]]>;
<![CDATA[Nurchayati Nurchayati]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.307
<![CDATA[Objective: The learning media is one of the methods needed in the learning process when students are in class, especially for developing fine motor skills. Fine motor skills are fine motor skills that involve finely coordinated movements. This research was conducted to describe and analyze the implementation of the learning media to develop and stimulate the development of children's fine motor skills. The novelty of the research is learning media to improve fine motor skills in early childhood. This study aims to describe fine motor skills in early childhood through learning media. Method: This research method is a literature study or literature review with a qualitative approach that is carried out by collecting data or based on scientific writing, which combines research with existing literature to solve existing problems—collecting data on library materials by reading and storing and managing research materials and concluding research materials. Results: Based on an analysis of 30 learning articles using learning media shows that developing fine motor skills in early childhood requires learning activities using learning media to support and support the learning process. In addition, when the learning process uses learning media, children become interested, enthusiastic, and excited because learning activities become fun. Novelty: The novelty of the research is learning media to improve fine motor skills in early childhood.]]>
<![CDATA[Analysis of Effectiveness PBL-STEM to Improve Student’s Critical Thinking Skills ]]>
<![CDATA[Noera Wahdaniyah]]>;
<![CDATA[Rudiana Agustini]]>;
<![CDATA[Tukiran Tukiran]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.312
<![CDATA[Objective: This study aims to analyze the effectiveness of PBL-STEM in improving students' critical thinking skills. Method: The method used in this research is the literature review method. A literature review is a type of research that collects data and information from various sources by collecting and analyzing. This study analyzes as many as two national and international articles that can be accounted for. The articles used were published in 2018-2022. The steps in this Literature review method are identifying topics, searching for and selecting relevant articles, analyzing and synthesizing the literature, and creating a conclusion. Results: (1) the application of the PBL model can improve students' critical thinking skills; (2) the integration of STEM in the learning process is also able to improve critical thinking skills because STEM provides opportunities for students to identify real-life problems and solve them, which is per the characteristics of PBL; (3) the integration between PBL and STEM can be applied and can provide more effective results in improving students' critical thinking skills. Novelty: ThisThis study discusses the analysis of how effective the integration of STEM and PBL from the latest journals so that this research can be used as a reference for making quality learning tools.]]>
<![CDATA[Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding ]]>
<![CDATA[Agustina Dua Kuki]]>;
<![CDATA[Rudiana Agustini]]>;
<![CDATA[Utiya Azizah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.316
<![CDATA[Objective: This study examined the effectiveness of the Argument-Driven Inquiry learning model in science learning in improving students' argumentation skills and conceptual understanding. Method: The techniques used are 1) searching articles on Scopus and Google Scholar using the keyword Argument-Driven Inquiry in science learning, 2) articles were selected focus on increasing conceptual understanding and argumentation skills, 3) the metadata was selected limited to 2015-2023, and 4) conducting the in-depth review. Results: The ADI model was able to improve students' argumentation skills. In general, students' argumentation levels are in levels 3-4. The quality of the arguments developed by students shows the understanding of the concepts possessed by students. Students can reach the cognitive level created (C6) by writing scientific reports. Novelty: This study reinforces previous research regarding the effectiveness of the ADI model in improving argumentation skills and conceptual understanding taken from recent articles. Therefore, this article can be the basis for developing learning tools for the ADI model.]]>
<![CDATA[Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis ]]>
<![CDATA[Dwikoranto Dwikoranto]]>;
<![CDATA[Wuwuh Asrining Surasmi]]>;
<![CDATA[Benny Kurniawan]]>;
<![CDATA[Irgy Redityo Dawana]]>;
<![CDATA[Lindsay N. Bergsma]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.380
<![CDATA[Objective: This study aims to explore research trends related to the use of Massive Open Online Courses in Learning Management Systems (MOOCs in LMS) in university environments and to conduct bibliometric analysis to understand research developments related to this topic. Online learning is increasingly popular with the MOOCs in LMS, which allows students to learn flexibly and independently through digital platforms. Method: The data is retrieved from the Google Scholar database, using keywords related to MOOCs in LMS and universities. This study uses a bibliometric analysis method using the Google Scholar and VOSviewer databases, which obtained 1,710 articles. Results: The results show that the use of MOOCs in LMS in the context of university learning has become an increasingly popular research topic in recent years, where the publication rate has increased significantly. This has the potential to be further investigated in the future. Further research related to MOOCs in LMS can be integrated with blended learning models. This is because the Blended learning model using MOOCs can improve critical thinking skills and problem-solving. This research has limitations, namely using only one database, Google Scholar, to obtain research data. Novelty: Therefore, it is recommended that MOOCs in LMS research at universities be carried out using other databases besides Google Scholar to obtain broader data.]]>
