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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 3 Documents
 1 
Search results for , issue "Vol. 6 No. 5 (2025): September" : 3 Documents clear
Development of Cloning Biotechnology Learning Media Based on Virtual Laboratory to Enhance High School Students’ Learning Motivation Meylani, Nia; Fattahillah, Nuris; Hidayat, Ujang Syarip; Lyesmaya, Dyah
IJORER : International Journal of Recent Educational Research Vol. 6 No. 5 (2025): September
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.v6i5.1065

Abstract

To evaluate the validity, practicality, and effectiveness of a cloning-based Virtual Laboratory in enhancing high school students’ learning motivation. Specifically, this study addresses: (1) the objectives of the research; (2) how the study was conducted; (3) the results obtained; and (4) the novelty of the work. This research employed a Research and Development (R2D2) approach consisting of definition, design–development, and dissemination phases. Media validation involved subject matter experts, instructional design experts, media experts, and biology teachers. Effectiveness was measured using the ARCS questionnaire (Attention, Relevance, Confidence, Satisfaction) and analyzed with a Paired Sample t-test. The media demonstrated very good validity (84.72–97.29%), high readability and practicality (85.20% and 90.69%, respectively), and positive student responses (86.62%). Students’ learning motivation increased significantly across all ARCS dimensions, with an average improvement of 0.77. This study addresses a gap in the application of Virtual Laboratories to the high school cloning topic a complex and abstract area rarely implemented due to limited laboratory facilities. The novelty lies in the development and validation of a cloning-specific Virtual Laboratory combined with motivation measurement using the ARCS model, offering an adaptive and effective solution to bridge the gap between curriculum demands and schools’ laboratory constraints.
Strategic Function of Islamic School Principals in Combating Bullying Through the Promotion of Islamic Values Supriyadi, Ahmad; Suminto, Suminto; Rafikasari, Elok Fitriani
IJORER : International Journal of Recent Educational Research Vol. 6 No. 5 (2025): September
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.vi.869

Abstract

Objective: This research aimed to examine the strategic function of Islamic school principals in combating bullying through the promotion of fundamental values. Method: A sequential explanatory mixed-method was used to collect quantitative data from 192 junior high school students at SMP Islam Tahfidzul Quran Sunan Gunung Jati to evaluate knowledge and conduct about bullying. The next step included qualitative interviews with school principal to investigate value-based solutions. Results: The results showed that students had a profound conceptual knowledge of the detrimental nature and manifestations of bullying, specifically in the physical and verbal forms. Behavioral data reported a continued prevalence of verbal and relational bullying, including name-calling and social exclusion, despite students' recognition of the detrimental effects. Qualitative results suggested that school principal actively incorporated Islamic teachings, such as adab (etiquette), ukhuwah islamiyah (Islamic brotherhood), and amar ma’ruf nahi munkar (enjoining good and prohibiting wrong) into school activities to cultivate ethical behavior among pupils. Novelty: This comprised religious instruction, counseling, character development activities, and peer ambassador initiatives. The research showed that successful anti-bullying initiatives must be extended beyond awareness by improving moral consciousness through values-based leadership. Despite being confined to a single Islamic educational context, the results presented a reproducible framework for institutions. Future research should include various educational institutions and evaluate the enduring effects of values-based treatments. The incorporation of Islamic ideals into educational culture was essential for cultivating respectful, nonviolent learning environments.
Implementation of Joyfull Learning for Deep Learning in Indonesian Language Lessons Maknun, Lu'luil; Niswar, Amda
IJORER : International Journal of Recent Educational Research Vol. 6 No. 5 (2025): September
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.v6i5.997

Abstract

Objective: This research aims to explore and formulate a conceptual framework for integrating the concept of joyful learning in the framework of deep learning in Indonesian learning in elementary schools. The main focus is to identify pedagogical strategies that are able to increase motivation, conceptual understanding, and emotional involvement of students. Method: The literature study was conducted by collecting reputable international literature published in 2020–2025 from the Scopus, Web of Science, ERIC, and Google Scholar databases. Documents that meet the criteria (discussion of joyful learning, deep learning, and elementary school context) are analyzed using content analysis and thematic analysis. Library data is grouped into main themes game based learning, storytelling, project collaboration, art activities, and structured reflection and mapped to three pillars of deep learning: mindful, meaningful, and joyful. Results: The results of the study revealed five implementation strategies. Gamification and language games have been shown to be most effective at spurring intrinsic motivation and active participation; storytelling and creative writing projects improve vocabulary retention; project collaboration strengthens social-emotional skills and critical thinking; art activities reduce language anxiety; and structured reflection develops metacognitive awareness. The mapping showed a balance between cognitive and affective aspects, with success indicators in the form of increased quiz scores (>20%), vocabulary retention (+40%), and the quality of metacognitive journals (rubric ≥80/100) Novelty: This research presents an adaptive joyful deep learning pedagogical blueprint for primary schools in Indonesia an integrated model that combines concrete activities, assessment indicators, and practical recommendations for curriculum, teacher training, and resource procurement thus making an original contribution to the international literature on humanistic and sustainable language learning.

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