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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 23 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): January" : 23 Documents clear
Servant Leadership and Organizational Commitment in Female Academics: The Mediating Role of Work-Life Balance Nezia Arkhindah, Lintang; Tentama, Fatwa; Tarnoto , Nissa
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.991

Abstract

Objective: This teaching staff commitment is a crucial factor influencing the success and continuity of various activities within higher education. This research seeks to develop and evaluate a theoretical model that examines the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable for female teaching staff in the higher education sector. Method: The study involved 117 female teaching staff who were permanent staff, married, and had at least one year of experience in higher education. Using a quantitative research design, the researchers employed Structural Equation Modeling (SEM) for analysis. Data collection involved scales measuring organizational commitment, servant leadership, and work-life balance. The validity and reliability of the constructs were assessed using an outer model, and the research data were analyzed using an inner model in SmartPLS 4.0. Results: The study findings demonstrate the development of a theoretical framework illustrating the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable, consistent with the empirical evidence. However, the results indicate that the relationship between servant leadership and organizational commitment cannot be explained by work-life balance acting as a mediator. Novelty: This study introduces a new approach by simultaneously testing a mediator involving the variables of organizational commitment, servant leadership, and work-life balance, with a special focus on female teaching staff who work and are married in a university environment.
Implementation of the Auditory Intellectually Repetition Method in BIPA Listening Learning with Tourism Content in Indonesia and Timor Leste at ESTVC. MM Lauala Anita Naga , Yohana; Sulistiany Idris, Nuny; Whilky Rizkyanfi, Mochamad
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.1128

Abstract

Objective: To analyze the implementation and effectiveness of the Auditory Intellectual Repetition (AIR) method, integrated with tourism content from Indonesia and Timor-Leste, in improving Indonesian language proficiency among foreign language learners. Methods: A mixed-methods approach, combining classroom observations, pre-posttests, and semi-structured interviews, was employed with 30 BIPA learners at ESCTV.MM. Lauala-Gleno over a 12-week period. Results:The results indicated significant improvement in students' Indonesian language proficiency across all four language skills, with the most notable improvements in listening comprehension (M = 18.4, SD = 3.2) and speaking ability (M = 16.7, SD = 2.8), p < 0.001. Novelty: The AIR method with tourism content effectively enhances BIPA learning outcomes by providing culturally relevant and contextually meaningful materials that facilitate language acquisition through systematic auditory processing, intellectual engagement, and strategic repetition, offering a novel pedagogical approach for Indonesian language learning in Timor-Leste.
Integration of Adaptive AI Conversational Models in Bipa Learning: Design, Implementation, and Effectiveness Evaluation De Fatima , Jose Manuel; Sulistiany Idris, Nuny; Latifah, Diah
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.1129

Abstract

Objective: This study aims to evaluate the efficacy of integrating adaptive conversational AI models in enhancing language proficiency—specifically speaking and listening skills and learning motivation among BIPA (Indonesian for Foreign Speakers) learners. Methods: A quasi-experimental design was employed involving 30 BIPA learners at ESGC São João de Brito, Liquica, Timor-Leste. Participants were divided into an experimental group utilizing an adaptive conversational AI model and a control group following conventional teaching methods. Data collection encompassed language proficiency tests (speaking and listening), questionnaires to gauge learning motivation, and direct classroom observation. Results: The findings revealed significant improvements in the experimental group's speaking and listening abilities compared to the control group. Furthermore, learners using AI exhibited higher motivation levels, engaged in more active classroom interactions, and held positive perceptions of the AI-based approach, whereas the control group did not demonstrate comparable gains. Novelty: This research underscores the distinct potential of adaptive conversational AI not only for improving oral communication but also for fostering intercultural competence among BIPA learners. It offers valuable insights for designing innovative, responsive, and learner-centered teaching strategies within technology-integrated BIPA curricula.
Integrating Vocationalogy-Based Web Media with Blended Learning for Enhancing Practical Competence in Vocational Education Andayani, Endah; Rulita Nurfaizana, Della; Agustina, Rini; Dameaty Hutagalung, Fonny
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.1176

Abstract

Objective: Vocational education requires learning media that not only support the delivery of conceptual knowledge but also facilitate hands-on practice relevant to workplace demands. Method : This study aims to develop and evaluate a blended learning web-based media called Vocationalogy, designed to support project-based learning in Creative Products and Entrepreneurship (PKK) at vocational high schools. Quantitative data were collected through surveys involving 94 students who used the platform during blended learning activities. Novelty: The study adopted the waterfall model as the framework for the development of the Vocationalogy platform, encompassing stages of analysis, design, development, implementation, and evaluation. The evaluation focused on four main aspects: usability, content quality, interactivity, and user satisfaction. Descriptive statistical analysis was used to assess the platform's effectiveness, and results were further validated through literature comparison and theory-driven interpretation. Result: The results indicated that Vocationalogy effectively enhanced students' access to practical materials, facilitated self-directed learning, and increased engagement through multimedia-based content and asynchronous discussion forums. Students reported high levels of satisfaction, particularly regarding the clarity of content and ease of use. The integration of features such as digital portfolios and self-assessment tools also supported reflective learning and competency tracking. In conclusion, the Vocationalogy platform demonstrates strong potential as an adaptive and pedagogically sound learning management system (LMS) for vocational education. Future development should focus on strengthening collaborative features and integrating learning analytics to enhance personalization and feedback mechanisms.
Game-Based Assessment Tool for Enhancing the Academic Performance of Grade 9 Learners in Araling Panlipunan Benjamin, Ray Martin; Lopez, Bobby; Santos, Joseline
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.901

Abstract

Objective: This study tests the Wordwall game-based assessment tool's effectiveness in enhancing the summative test scores and academic performance of Grade 9 learners in Araling Panlipunan. Additionally, this study developed an action plan for teacher training in integrating the Wordwall application in the classroom, which will contribute to the broader discussion on teacher training and development. Method: The study utilized mixed-method research using a convergent parallel mixed-method design. The study respondents were 40 Grade 9 students for the experimental group, which utilized the assessment tool in the formative assessment, and 40 Grade 9 students for the control group, which used a traditional formative assessment. Thematic analysis was conducted to gather the students' experiences utilizing the Wordwall game-based assessment tool, and an interview with the subject coordinator and perception of the ICT expert was also conducted. Results: Based on the study's findings, the assessment tool developed is content quality assured and technologically accepted. Consequently, the assessment tool effectively enhances the summative test score and academic performance of Grade 9 students in Araling Panlipunan. Novelty: Overall, the study results show a positive effect of using a Game-Based Assessment Tool for enhancing the academic performance of Grade 9 learners. Teachers improve students' performance by using this kind of educational technology in the classroom.
Enhancing Student Ecoliteracy through an ESD-Inquiry Website on Mangrove Biodiversity Firmansyah, Fahmie; Rosadi, Edi
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.938

Abstract

Objective: This study aims to develop an inquiry-based Education for Sustainable Development (ESD) oriented website that focuses on mangrove in the Pulau Dua Nature Reserve to enhance high school students’ ecoliteracy. The research addresses the limited availability of digital learning media that successfully integrate local environmental content with inquiry-driven learning approaches. Method: The study applied the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. Validation was conducted by media and material experts, followed by classroom implementation with selected high school students in Serang Regency. Data collection combined quantitative and qualitative methods. Quantitative data were obtained from pretest and posttest assessments on ecoliteracy indicators, while qualitative data were gathered through expert reviews and teacher interviews. Results: The results indicated a significant improvement in students' ecoliteracy, covering cognitive, affective, and behavioral dimensions. All six measured aspects showed positive development, including ecological knowledge, environmental awareness, attitudes and values, ecological skills, critical and reflective thinking, and environmental action. The effectiveness was confirmed through statistical analysis using paired sample t-tests. Novelty: The novelty of this research lies in the integration of local environmental issues into a digital learning platform that promotes critical thinking and sustainability-oriented behavior. The website provides a contextual and interactive learning experience that connects ecological content with global sustainability perspectives. These findings demonstrate the potential of localized and inquiry-based digital tools to strengthen students' understanding and commitment to sustainable development.
Neuroscience Integration in Secondary Education : A Bibliometric Analysis (1993-2025) Zayyana Ulfah, Siti; Yulia, Cica; Sudiapermana, Elih; Depriya Kembara, Maulia; Sujana, Atep
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.940

Abstract

Objective: This study aimed to explore the intersection of neuroscience and education by analyzing how neuroscientific research informs secondary education, particularly in relation to cognitive development, motivation, and learning strategies. Method: A bibliometric analysis of 218 articles indexed in the Scopus database from 1993 to 2025 was conducted. Keyword co-occurrence mapping, citation tracking, and publication trend analysis were performed using VOSviewer to identify core themes and leading contributors in the field. Results: Findings revealed a growing scholarly interest in applying neuroscience to education, especially in areas such as emotional and cognitive regulation, memory, and attention. Foundational studies from 2006 to 2012 remain influential, though the literature still lacks practical integration of neuroscientific findings into secondary-level teaching practices. Novelty: This study offers a structured overview of the educational neuroscience landscape with a unique focus on secondary education, highlighting the need for stronger interdisciplinary collaboration to bridge theory and practice and proposing that neuroscience-informed strategies can improve learning outcomes when aligned with classroom realities.
From Bias to Better Decisions: Behavioral Insights for Financial Literacy Curriculum Development in Higher Education Yuliawati, Tia; Nurhayati, Netti Siska; Abdul Aziz, Nor Farradila; Nugraha; Sari, Maya; Purnamasari, Imas; Harisandi, Prasetyo
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.984

Abstract

Objective: This study aims to analyze the effect of behavioral bias on investment decisions of undergraduate students in Indonesia in the context of higher education with risk perception as a mediating variable and financial literacy as a moderating variable as a basis for strengthening the behavioral-based financial literacy curriculum in universities, as well as preparing students to become rational investors. Method: The study used a quantitative approach by distributing questionnaires to 385 undergraduate students in Indonesia who are active individual investors and registered with the Kustodian Sentral Efek Indonesia (KSEI). The structural model analysis was conducted using SmartPLS 4, while the moderated mediation test was performed using PROCESS Model 59 in SPSS. Results: The study's results indicate that behavioral bias has a significant adverse effect on risk perception, which in turn hurts the investment decisions of students in Indonesia. Financial literacy is proven to act as an important moderating variable. It can weaken the adverse effect of behavioral bias on risk perception and change the impact of risk perception on investment decisions to be positive at high levels of financial literacy. In addition, risk perception mediates the relationship between behavioral bias and investment decisions, especially at moderate levels of financial literacy. Novelty: The findings underscore the importance of integrating behavioral aspects in developing financial literacy curricula in higher education to equip students with the cognitive and affective competencies needed for rational investment decision-making. This study contributes to the behavioral finance literature and offers practical and theoretical contributions for educators and policymakers in designing contextual and behavioral-based financial literacy education for students.
Evaluation of a Hybrid TOEFL Preparation Course Program for Nursing Students Using the CIPP Model Nashir, Muhammad; Padmadewi, Ni Nyoman; Lokita Purnamika Utami, IGA.
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.1039

Abstract

Objective: To enhance nurses' global competitiveness, this study evaluates a hybrid TOEFL preparation program for nursing students at STIKES Banyuwangi. Using the Context, Input, Process, Product (CIPP) model, the evaluation assesses program components to identify effectiveness, relevance, and areas for improvement. Method: This study employed a mixed-methods approach involving 86 nursing students and four academic staff. Data were collected through questionnaires, semi-structured interviews, and documentation and then analysed using descriptive statistics and thematic analysis. Results: The program significantly improved students’ average TOEFL scores, particularly in reading and listening. Context evaluation confirmed the program's relevance and students' appreciation of the hybrid format's flexibility. However, input analysis revealed a lack of nursing-specific content, and process evaluation showed inconsistent online engagement and inadequate feedback. Despite these issues, the program prepared most students to achieve their academic and professional goals. Novelty:This study addresses a crucial research gap by evaluating a hybrid TOEFL preparation program for nursing students. Unlike previous research that focused on English language learners in general and used an offline format, this study offers unique insights into the needs, motivations, and challenges of nursing students in a hybrid model. Furthermore, the comprehensive CIPP model provides a holistic and in-depth evaluation of all program stages. The model explicitly articulates how context evaluation validates program relevance, while Input and Process analyses accurately pinpoint weaknesses, such as a lack of nursing-specific content and inadequate online feedback. Product evaluation quantitatively links these deficiencies to learning outcomes, providing a clear roadmap for targeted, evidence-based program improvement.
The Paradox of Empathic Communication in Islamic Education (A Quantitative Analysis of Teacher–Student Interaction and Motivation in the Qur’an Memorization Program) Husan, Ali; Yulianita, Neni; Zakiah, Kiki; Suriani Binti Othman, Siti
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
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.v7i1.1055

Abstract

Objective: The relationship between empathetic communication by teachers and student learning motivation requires empirical verification in the context of traditional Islamic education, particularly in Qur'an memorization programs that emphasize an authoritative approach. This study addresses the knowledge gap regarding the motivational dynamics in Qur'an memorization learning, which has not been comprehensively documented. Methods: The study employed a cross-sectional survey design involving 83 students aged 15–18 years from four tahfidz institutions in the city and regency of Bandung through purposive sampling. Result: Empathetic communication was measured using the Dyadic Interpersonal Communication Scale (α = 0.916), while motivation was assessed using the Quranic Memorization Motivation Scale, which includes intrinsic (α = 0.843) and extrinsic (α = 0.811) dimensions. Hierarchical multiple regression analysis was conducted with demographic variables controlled according to Self-Determination Theory. The data indicate that empathetic communication predicts intrinsic motivation (β = -0.261, p = 0.015) and extrinsic motivation (β = -0.469, p < 0.001). The final regression models explained 35.8% of the variance in intrinsic motivation and 51.9% in extrinsic motivation; however, these R2 values reflect the combined contribution of empathetic communication and the controlled demographic variables (age, and memorization completion) with empathetic communication demonstrating a significant incremental effect beyond the controls. Novelty: These findings differ from Western educational theories, which predict a positive relationship, indicating that cultural context mediates the empathy-motivation relationship in traditional Islamic education. The study confirms the importance of adapting pedagogical approaches that consider local cultural values to optimize learning motivation in tahfidz programs.

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