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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 20 Documents
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Search results for , issue "Vol. 5 No. 3 (2024): May" : 20 Documents clear
Assessing the Complex Operation of Blended Learning for English Instruction in a Public High School in the Philippines Danica Jae B. Sagun; Greg T. Pawilen; Sarah Jen C. Paccarangan; Rufo Gil Z. Albor; Hannah L. Patindol; Phrygian P. Almeda; Daisy V. Pelegrina
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.596

Abstract

Objective: The study aims to describe stakeholders' experiences in blended learning at a public high school in Laguna, Philippines, during the COVID-19 pandemic. Method: This qualitative study was conducted through Focus Group Discussions (FGD) with English teachers, learners, and the Information and Communications Technology (ICT) coordinators and a Key Informant Interview (KII) with the English department head. Results: Three main themes emerged from the study: factors that encourage stakeholder collaboration, barriers to stakeholder collaboration, and solutions to collaboration challenges. Novelty: Overall, the study results show how important collaboration is in overcoming the difficulties associated with blended learning and creating a positive learning environment for the stakeholders. By fostering a collaborative environment, stakeholders can work together to address the complexities of blended learning, optimize the benefits of the modality, and create a compelling and engaging learning experience for all learners.
Exploring the Influence of Game-Based Learning and School Environment on Learning Achievement: Does the Mediation of Self-Intention Matter? Atoulloh Atoulloh; Aries Fitriani; Rihab Wit Daryono
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.597

Abstract

Objective: This research aims to explore the influence of game-based learning and the school environment on student learning achievement and the mediating role of self-intention in influencing game-based learning and the school environment. Method: The quantitative survey method involved 100 students of MA Ma'arif Al-Mukarrom, Kauman, and Ponorogo, using probability sampling techniques with proportionate stratified sampling techniques. Data was collected through a questionnaire with a Likert scale, and data analysis was carried out using relevant statistical techniques. Results: The research results show a positive but less significant influence on game-based learning and the school environment on student learning achievement; however, with self-intention mediating it, it has a positive and significant influence. The implications of this research include the importance of developing learning strategies to improve more effective and efficient education and a school environment that can support learning. Recommendations for research are the need to integrate elements of motivation and self-development in game-based learning design and develop meta-cognitive skills. The final one is creating a school environment to create an atmosphere of motivation and social support and facilitate learning experiences. Novelty: This research highlights the role of student enthusiasm in connecting learning through games, school atmosphere, and learning achievement. This adds insight into the interaction of these factors and underlines the importance of paying attention to students' enthusiasm for learning.
Digital Literacy Training: Its Impact on Teachers in Busoga Region, Eastern Uganda Martin Okoed; Emmanuel Acidri Bileti
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.598

Abstract

Objective: This study evaluated the impact of digital literacy training on teachers in Busoga region, Eastern Uganda. Specifically, it assessed the impact of digital literacy training on teachers' skills and knowledge, evaluated facilitators' effectiveness in delivering the training program, and investigated teachers' proposals for promoting ICT integration in secondary schools. Method: A convergent parallel mixed methods design was used; data was collected from 300 teachers through online questionnaires and focus group discussions. Results: It was revealed that the digital literacy training very positively impacted the skills/knowledge of teachers in the Busoga Region. Furthermore, the result indicated high satisfaction with the facilitators' skills and responsiveness. Finally, teachers proposed the need for infrastructure enhancement, capacity building, resource provision, connectivity, and incorporation of ICT tools like smartphones, laptops, and projectors in teaching and learning. Novelty: This study contributes valuable empirical insights to the discourse on digital literacy training, stressing its role in fostering effective teaching practices. As technology continues to evolve, understanding its nuanced impact on teachers becomes increasingly crucial for shaping the future of education.
Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching Tiyas Saputri; Syafiul Anam; Ahmad Munir
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.599

Abstract

Objective: This study aims to investigate the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills, the difficulties he faced, and the strategies to support the autistic student teacher applying his pedagogical competence in the ELT. Method: The method used was a descriptive qualitative with a case study approach. Data collection techniques used in this study were observation, interview, and video recording. Data analysis techniques were dividing observational field notes, doing data reduction, describing and identifying the activity of the autistic student teacher applying his pedagogical competence in the ELT practicums based on the eight teaching skills, and making a conclusion. Results: The results of the study indicated that the autistic student teacher’s pedagogical competence in English Language Teaching based on the eight teaching skills in the eighth grade of inclusion class at 39 Junior High School Surabaya was good, although it was not successfully completed. It was obtained that he only did five to eight teaching skills. He had only skills in questioning, doing reinforcement, doing variation, explaining, opening and closing the class. Three teaching skills had yet to be fully mastered by him. The difficulties faced by him were classroom management, small group discussion and organizing small group discussion and individual work with the students. Novelty: This study focused on the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills. No study investigates the pedagogical competence of autistic student teacher in ELT, mostly the previous researches investigated the pedagogical competence of the student teacher with a normal condition.
Development of Animation Learning Media Based on PBL to Improve Thematic Learning Outcomes Students Lala Dyah Chandra; Pargito Pargito; Dwi Yulianti; Dina Maulina
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.600

Abstract

Objective: 21st-century learning must prepare generations of Indonesian people to support information and communication technology advances in social life. The rapid development of technology in the current era of globalization provides multiple benefits for the world of education, so education requires students who play an active role and educators who create innovative learning. Learning innovation can be done in various ways, including developing interactive learning media. This aims to create exciting learning to improve students' thematic learning outcomes. Method: The research used Borg & Gall's research and development, creating an ecosystem into three stages in the VA and VB classes at 5 Way Serdang Public Elementary School. The sample consisted of 42 students in the experimental and control classes. The data analysis technique uses the Effect Size test. Results: The data obtained had an effect size of 1.02, with an extensive interpretation of the effect. Novelty: This research presents novelty by designing PBL-based animated learning media containing menus and moving images on the media to attract students' attention and enthusiasm. This aims to improve students' thematic learning outcomes.
Description of Students' Critical Thinking Skills After Implementing the Problem Posing Model Assisted by PheT in Distance Learning Roudhoutul Aulia Rochim; Noer Af’idah; Desi Wulandari
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.601

Abstract

Objective: The primary objective of this research is to assess the development of critical thinking skills after implementing the PhET-assisted problem-posing learning model in distance education. Method: This study adopts a pre-experimental approach with a one-shot case study design. The study sample comprises 18 students enrolled in the 2023 cohort of the UNHASY Natural Science Education study program. Results: The findings indicate that the average critical thinking score is 79.86, falling within the high category. The distribution of students' critical thinking skills across various categories revealed that 44% belong to the highest category. Notably, the proportions of critical thinking skill indicators are exclusively concentrated in the medium, high, and very high categories, with no instances falling into the low categories. These results underscore the efficacy of employing the PhET-assisted problem-posing learning model as a viable strategy for enhancing students' critical thinking abilities. Novelty: The researcher chose the PhET-assisted problem-posing model, one of the media based on information and communication technology in the form of a virtual laboratory regarding critical thinking skills.
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes Asep Awaludin; Yayat Ruhiat; Nurul Anriani; Suryadi Suryadi
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.604

Abstract

Objective: This study examines the disparities in enhancing student learning outcomes based on learning methods and varying levels of student self-confidence, categorized as high, medium, and low. Method: This study employs quantitative methodologies utilizing quasi-experimental methods. The study uses a non-equivalent control group technique and follows a 2 x 3 two-way ANOVA factorial design. The study sample comprised 1000 students enrolled at the health Polytechnic Banten, an educational institution in Indonesia. The enormity of this scale requires the study to be divided into many portions due to the significant temporal and financial resources needed. Therefore, a sample size of 10.00% of the population was chosen. In addition, the researchers utilized a systematic random sampling method to determine the number of students involved in the study. Results: The research findings can be classified into three main areas. Firstly, there were significant differences in student learning outcomes between those taught using STEM learning methods and those who received bedside teaching. Secondly, variations in student self-confidence levels (high, medium, and low) also resulted in differences in learning outcomes. Lastly, an interaction was observed between the learning methods and the levels of student self-confidence, which influenced the overall learning outcomes as measured by the average pre-test and post-test scores and questionnaires. Novelty: The novelty of this research was variations from previous research in terms of emphasis, subject, results, and combination of research variables. Previous research only concentrated on STEM methods and self-confidence to improve student learning outcomes. Previous research only examined one research variable: STEM, bedside teaching method, and self-confidence.
Implementation of the School Curriculum to Empower Education in the Digital Era 4.0 for Quality Human Resources Febriani Dwi Sari; Rugaiyah Rugaiyah
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.607

Abstract

Objective: The development of the digitalization era cannot be avoided. The development of science in various fields, mainly Information and Communication Technology (ICT), is rapidly increasing. An educator needs to update and introduce students to be more technology literate. One is implementing a curriculum that empowers education in the digital era 4.0. This research aims to provide an understanding that the right curriculum for students will produce quality human resources in the era of globalization. Method: This research uses a qualitative approach with a literature study or literature review method. Data was collected by reviewing official sites such as Google Scholar, Research Gate, Public and Perish, and Sinta. Result: The results showed that implementing a curriculum relevant to the demands of the times is a must. The curriculum must reflect learners' needs and create creative, innovative, and competitive individuals. Novelty: This research offers new insight into implementing a school curriculum that supports enhancing students' digitalization capabilities in the Industry 4.0 era. In addition, this research also explores how curriculum can play a role in creating quality human resources. This research recommends that education should continue to be sensitive to the times and implement the curriculum according to the needs of current and future learners.
Students’ Perception of Cultural Literacy Development in Higher Education Awaludin Rizal; Syarifuddin Dollah; Amirullah Abduh; Baso Jabu; Muhammad Basri; Yunitari Mustikawati; Abdurrahman Hi. Usman
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.608

Abstract

Objective: This study investigated the EFL students' perceptions of cultural literacy development in higher education. Method: The research design was an ethnographic study. The study was conducted in two private and state universities in Indonesia. The subjects were students from the English education department at two universities. The researcher chose four students from each university as research subjects who know and understand more about cultural literacy development. The technique for analyzing data in the ethnographic study was descriptive labels, selecting, identifying, generalizing, and noting. Result: This study's findings showed that in higher education, two students have a high perception, one has a moderate, and the last one has a low perception of cultural literacy development in the academic context. Each student’s category generally has a different impact on the development of their cultural literacy in the academic context. Novelty: This study produces the Makugawene (harmonic) Cultural Literacy model to develop EFL students' cultural literacy in higher education.
Ecoliteracy Learning Design with Augmented Reality-Based SETS Approach for Flood Disaster Education Siva Safitri; Juhadi Juhadi; Ananto Aji
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.610

Abstract

Objective: : Environmental damage is strongly related to the threat of flood disasters. To reduce the impact of the risk, environmental care behavior and flood disaster education are needed in formal education. The purpose of this study is to apply Ecoliteracy learning design with an Augmented Reality-based SETS approach to increase students' knowledge about environmental care and efforts to reduce the impact of flood risk. Method: This study uses a mixed method of concurrent embedded design; the trial was carried out in one Class XI specialization in geography at State high school 1 Sayung. The research syntax uses the SETS (Science Environment Technology Society) approach with Augmented Reality Ecoliteracy Application media. Results: The results showed that AR Ecoliteracy media has an assessment score percentage of 90.46% with very good criteria, the SETS learning process with AR Ecoliteracy media can make students more interested in learning the material, but in the realm of science still needs support from teachers. The results of the Pre-Test and Post-Test paired sample tests obtained a value of Sig.<0.05. This means that this research design is effective in increasing students' knowledge, caring for the environment and efforts to reduce the impact of flood risk. Novelty: The use of augmented reality media is needed in education, especially with Generation Z. Research using the SETS approach in geography maple has yet to be conducted, so it can be the first step in developing this design.

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