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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 35 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): January" : 35 Documents clear
The Effect Of The Effect of Training, Teaching Experience and Work Motivation on The Performance of State Vocational School Teachers Jeneponto Rezky, Rezky; Muhammad Idkhan, Andi; Rahmah, Nur
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.v7i1.1206

Abstract

Objective: This study aims to analyze the influence of training, teaching experience, and work motivation on the performance of State Vocational High School teachers in Jeneponto Regency, both partially and simultaneously. Method: The study used Explanatory Research with a quantitative approach through a cross-sectional survey design. The study population came from three State Vocational High Schools in Jeneponto Regency totaling 134 teachers, with a sample of 100 teachers obtained using the Proportionate Random Sampling technique. Data were collected using a structured questionnaire and analyzed using simple and multiple linear regression. Results: The results showed that training, teaching experience, and work motivation had a positive and significant effect on teacher performance (Sig. <0.05). Simultaneously, the three variables explained 67.4% of the variation in teacher performance (R² = 0.674), while 32.6% was influenced by other factors outside the model. Novelty: This study emphasizes the importance of an integrated approach in improving the performance of vocational teachers by integrating aspects of competence, professional experience, and work motivation in the context of regional Vocational High Schools. These findings provide an empirical basis for formulating more contextual and sustainable vocational school teacher development policies at the local level.
The Role of FOMO on Netflix Subscription Intention Damayanti, Fenny; Hurriyati, Ratih; Disman, Disman; Hendrayati, Heny; Pamuji Aminullah, Zakariya
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.v7i1.1215

Abstract

Objective: This study examines the influence of Fear of Missing Out (FOMO) on Generation Z university students' Netflix subscription intention. The research is motivated by the increasing reliance of students on streaming platforms for entertainment, cultural exposure, and informal learning, alongside heightened psychological pressures associated with digital connectivity. Method: A quantitative explanatory approach was employed using online questionnaires distributed to 385 university students aged 18–24 who actively use Netflix. Out of 400 questionnaires distributed, 385 were returned and deemed valid (response rate: 96.25%). Non-probability purposive sampling was applied. Data analysis included descriptive statistics, reliability and validity testing (HTMT criterion for discriminant validity), and hypothesis testing using Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping. Results: Students exhibited moderate-to-high FOMO levels (M = 3.87, SD = 0.92) and predominantly high subscription intentions (M = 4.12, SD = 0.78) on a 5-point Likert scale. FOMO had a significant positive effect on subscription intention (β = 0.432, p < 0.001), explaining 43.2% of the variance. Perceived usefulness, social influence, and digital literacy were measured as contextual variables but not incorporated into the structural model. The remaining 56.8% of unexplained variance indicates that other psychological, social, and technological factors warrant future investigation. Novelty: This study provides empirical evidence that FOMO is a significant predictor of streaming platform adoption among Generation Z. The findings offer practical implications for platform providers and educational institutions to develop targeted interventions addressing psychological drivers and digital literacy competencies relevant to subscription behavior in higher education contexts.
The Determinant of Tax Awareness in Higher Education and its Impact on Compliance Ikhwanudin, Ikhwanudin; Hermana, Budi; Indrayani, Emmy
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.v7i1.1379

Abstract

Objective: This study aims to analyze the elements affecting the compliance of individual taxpayers in Indonesia. This study will focus on the role of taxpayer awareness and tax center activities in affecting compliance. Method: In this research, the author intends to examine the variables in question, in which a quantitative approach will be used. In this case, the author used a structured questionnaire to collect the primary data, which was distributed to 285 respondents who were selected using the purposive sampling method. This research is based on a taxonomy of three exogenous variables: tax knowledge, ease of administration, and law enforcement, which is in turn is impacted by a mediating variable, taxpayer awareness, a moderating variable of tax center activity, and an endogenous variable of taxpayer compliance. The data collected will be processed using descriptive statistics and analyzed using Structural Equation Modeling (SEM-PLS). Results: Law enforcement, tax knowledge, and ease of administration increases taxpayer awareness and compliance. It has been shown that taxpayer awareness mediates the relationship between these three variables and compliance. Tax center activities moderate the relationship between tax knowledge and awareness, but do not moderate the relationship of ease of administration and law enforcement on tax awareness. Novelty: This research is innovative because it incorporates tax center activity both as a moderating variable and taxpayer awareness as a mediating variable within a single structural model. More specifically, this study aids in the empirical understanding of the tax center’s limitations, which seem to be more effective in reinforcing the educative (knowledge) dimension rather than the administrative/law enforcement dimension.
Teachers' Perspectives on the Implementation of the Merdeka Curriculum in Elementary Schools Adelia Putri, Liza; Darwanto, Darwanto
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.v7i1.996

Abstract

Objective: The implementation of Merdeka Curriculum in elementary schools brings significant changes in learning approaches, assessments, and the role of teachers. The background of this change is based on the need for an education system that is more flexible, student-centered, and able to accommodate the diverse potential of students. Method: The study used the Systematic Literature Review (SLR) method on articles published between 2020 and 2024. The SLR process was conducted in a structured, transparent, and replicable manner to ensure the accuracy and consistency of the literature synthesis. Results: The study results show that most teachers welcome the Merdeka Curriculum because it provides flexibility in designing contextual learning. However, various obstacles have also been identified, such as teachers' limited understanding of the curriculum content, insufficient ongoing training, difficulties in adapting to new learning tools, and limited infrastructure and policy support in some regions. These obstacles highlight the urgent need to strengthen teachers' capacities through training, mentoring, and the provision of adequate resources. Novelty: The uniqueness of this study lies in its methodological contribution, namely the comprehensive application of the Systematic Literature Review method to synthesize literature on teachers' perspectives on the Merdeka Curriculum. This approach is rarely used in similar studies, providing a comprehensive and evidence-based overview that can serve as a reference for policy and learning practices.
Balancing Synchronous and Asynchronous Learning in Indonesian Higher Education: The Role of Reflection in Enhancing Engagement and Outcomes Dwiniasih, Dwiniasih; Herawan, Endang; Linda, Linda; Aisyah, Siti; Ahmad Chowdhury, Takad
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.v7i1.1088

Abstract

Objective: This study investigates the effectiveness of synchronous and asynchronous learning modalities and examines the mediating role of reflection on learning outcomes in fully online Indonesian higher education. Methods: Using a mixed-methods case study approach, data were collected through questionnaires (28 statements) and semi-structured interviews from 20 third-year students at a university in Cirebon, Indonesia. Participants were purposively selected based on completion of technology literacy courses and one semester of experience with both learning modalities. Qualitative data from one lecturer supplemented student perspectives. Data analysis followed the Miles, Huberman, and Saldana model. Results: Asynchronous learning demonstrated high effectiveness in fostering critical thinking (77%), self-paced learning (85%), and draft revision opportunities (88%). Synchronous learning showed strong preference for immediate feedback (71%) but faced significant technical challenges, with 90% reporting audio problems and 65% experiencing delayed engagement. High neutrality in perceived skill improvement indicated uncertainty about comparative effectiveness. Interviews revealed 60% preferred synchronous learning despite technical obstacles, while 40% preferred asynchronous learning for flexibility. Novelty: This study introduces a dual reflection pathway framework explaining how learning modalities activate distinct cognitive processes. Asynchronous learning operates through deliberate reflection via a three-stage mechanism (generalization, monitoring, refinement) with documented iterative cycles, while synchronous learning facilitates spontaneous reflection through immediate social presence. This framework advances theoretical understanding of reflection's mediating role in online learning effectiveness within the Indonesian context.
Effectiveness of Personalized Learning Model Using Digital Flipbooks with Sidoarjo Local Wisdom to Improve Multiliteracy of Elementary School Students in the Digital Era Istiq'faroh, Nurul; Hendratno, Hendratno; Veruna Enun Kharisma, Nanda; Susetyo Rukmi, Asri; Rusanti, Mita; Aini, Nurul; Hadi Wibowo, Amiruddin
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.v7i1.1099

Abstract

Objective: This study aims to examine the effectiveness of personalized learning model using digital flipbooks with Sidoarjo local wisdom in improving multiliteracy of elementary school students. Method: This study used quantitative with a one-group pretest-posttest design. The sample was 27 students from grade five at SDN Kedungsolo, Porong District, Sidoarjo Regency. The instruments used were a cultural literacy test and a reading interest questionnaire. Data were analyzed with two techniques: normality test and hypothesis test using SPSS for cultural literacy, and outer loading, validity, and reliability analysis for the questionnaire using SmartPLS. Results: The results showed that the average score of students increased significantly, from 54.07 in the pretest to 87.78 in the posttest, with Sig. (2-tailed) value < 0.05. The questionnaire also showed higher reading interest and awareness after using the digital flipbook, meaning that digital flipbooks combined with personalized learning are effective to improve students’ multiliteracy, both in cultural literacy and reading interest. Novelty: In conclusion, learning innovation with technology that integrates local wisdom can be a good solution to improve the quality of education in the 21st century, while also keeping the value of local culture. This study uniquely integrates a Personalized Learning Model with digital flipbooks featuring Sidoarjo local wisdom to enhance students’ multiliteracy, offering a contextual and innovative approach for 21st-century elementary education.
The The Integration of Mathematics Reading Activities into Mathematics Instruction Selvi Amelia Rahmawati, Rr.; Sopandi, Wahyu; Turmudi, Turmudi; Surya, Yohanes; Rahmat Riyadi, Arie
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.v7i1.1109

Abstract

Mathematics reading, encompassing the comprehension of mathematical texts, symbols, and visual representations, is a critical yet underexplored dimension of numeracy literacy. Many students struggle to connect textual information with mathematical concepts, leading to reduced problem-solving performance, especially in word problems under the National Curriculum. This study aims to examine the effectiveness, types, and impacts of mathematics reading activities, as well as the instructional strategies and classroom conditions that support their integration. Employing a Systematic Literature Review (SLR) of 19 Scopus-indexed empirical studies (2019–2024) using the PRISMA framework, the analysis highlights that activities such as close reading, text-to-symbol transformation, questioning strategies, and digital tools significantly enhance contextual understanding, problem modeling, and complex problem-solving skills. Among the identified approaches, the Gasing Method emphasizing gradual transition from concrete to abstract understanding, mental arithmetic, and intensive reading of problem texts aligns strongly with the needs of numeracy literacy development. Integration is most successful when supported by scaffolding, metacognitive strategies, and a literacy-rich learning environment. These findings suggest that embedding structured mathematics reading activities, including those within the Gasing Method framework, can foster literate, confident, and capable problem-solvers in elementary education while supporting the National Curriculum’s emphasis on contextual and critical thinking
Hybrid Lesson Study: An Innovative Model for Enhancing Pre-Service Teachers' TPACK in Indonesia's PPG Program Darsih, Endang; Hanggara, Agie; Andhika Putra, Rizka; Palmer, Roger
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.v7i1.1119

Abstract

Objective: This study aims to investigate the implementation of Hybrid Lesson Study as a professional learning model to enhance pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) within Indonesia’s Teacher Professional Education (PPG) program. Method: A qualitative case study design was employed to explore the complex, real-life implementation of HLS within the PPG’s Teaching Practicum (PPL). Ten pre-service teachers and two supervising lecturers from two Indonesian universities participated in this study. Data were collected through classroom observations, analysis of teaching artifacts (lesson plans, digital learning materials, and reflective reports), and semi-structured interviews. Data triangulation was used to ensure validity, while thematic analysis identified recurring patterns related to TPACK development, collaboration, and hybrid learning practices. This design enabled an in-depth understanding of how HLS supported professional learning in an authentic educational context. Results: The findings reveal that Hybrid Lesson Study, combining face-to-face meetings with online collaboration, provided a flexible and sustainable framework for lesson planning, peer observation, and reflective dialogue. Participants showed notable improvement in lesson design and technology integration, moving from basic tool use to interactive, context-based, and pedagogically sound digital practices. Reflection sessions via digital platforms further enhanced critical evaluation skills and effective technology use, supported by collaboration, feedback, and institutional infrastructure. Novelty: Despite challenges such as internet instability and time constraints, the study highlights the novelty of Hybrid Lesson Study in the PPG context, offering a practical and innovative model that fosters reflective, adaptive, and technologically competent teachers for 21st-century classrooms.
Beyond Culture Shock: Intercultural Learning and English Language Adaptation among Sudanese Students in Palembang, Indonesia Gumartifa, Asti; Marliasari , Sherly; Islami, Maharani Putri
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.v7i1.1149

Abstract

Objective of this study is to explore the culture shock experienced by Sudanese students studying at a university in Palembang, Indonesia, focusing on both students' psychological and sociocultural adaptation challenges and strategies when adapted to a new cultural environment. The method is qualitative descriptive approach, data were collected through questionnaires and unstructured interviews to obtain a deeper exploration of students’ perspectives. As a result, the findings reveal that Sudanese students experienced the four stages of culture shock such as honeymoon, crisis, recovery, and adjustment. During the crisis stage, students reported difficulties related to language barriers, food, climate differences, and communication patterns with local students. Over time, in the recovery and adjustment stages, students gradually adapted by building social networks, improving language skills, and engaging in local cultural practices. Furthermore, this study offers novelty by integrating intercultural adaptation theories and exploring the under-researched experiences of African students in Indonesia by providing insights into how they enhance academic adaptability and sociocultural competence during classroom activities. The findings reveal that social adaptation strategies significantly improved students' English ability by encouraging actual language exposure, improving academic confidence, and promoting greater understanding and production of academic texts.
The Role of Digital Literacy and Indonesian Language Proficiency Among University Students in Using Social Media Dinihari, Yulian; Musringudin, Musringudin
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.v7i1.1185

Abstract

Objective: This study examines how digital literacy and Indonesian language proficiency shape university students’ patterns of social media use. Digital literacy is conceptualized not merely as technical ability, but as a reflective and ethical capacity to access, evaluate, and produce information responsibly. Indonesian language proficiency is similarly positioned as a key indicator of students’ logical reasoning, clarity of expression, and politeness in digital communication. Using a mixed-methods approach with 75 Communication Science students, this study collected quantitative data through Likert-scale questionnaires measuring digital literacy, language proficiency, and ethical awareness, while qualitative insights were obtained from open-ended responses describing students’ verification practices, communicative strategies, and perceptions of responsible online behavior. The results show that 84% of students routinely verify information sources before sharing, 78% maintain polite and audience-appropriate language when interacting online, and 92% express pride in using proper Indonesian in digital spaces. These findings indicate that higher digital literacy is associated with stronger discernment, self-regulation, and ethical awareness in social media use, while greater Indonesian language proficiency supports clarity, civility, and context-sensitive communication. The integration of these competencies fosters responsible and reflective participation in online environments. The novelty of this study lies in demonstrating how language proficiency complements digital literacy in fostering responsible digital behavior and strengthening students' communicative ethics. Importantly, these insights have practical implications for curriculum development and character education in higher education, by promoting an integrated approach that combines digital literacy and language ethics to prepare students for responsible digital citizenship.

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