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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
Analysis of the Competency Model of Driving Teachers in Improving the Quality of Learning in Junior High Schools in Region 3T (Case in Simeulue Regency) Valentine Simangunsong, Sonya; Ismail, Ismail; Bahrun, Bahrun; Salfiadis, Salfiadis
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.v7i1.1188

Abstract

​Objective: This study aims to analyze the competency model of Driving Teachers in improving the quality of learning at the junior high school level in disadvantaged, frontier, and outermost (3T) areas, especially in Simeulue Regency, Aceh Province. This study focuses on the integration of pedagogical, professional, social, and personality competencies supported by learning leadership and their impact on teacher professionalism and student learning outcomes. Methods: This study used a qualitative approach with a case study design involving 15 participants, including driving teachers, principals, and students from three schools in Simeulue Regency. Data were collected through in-depth interviews, participatory observations, and document analysis. Data were analyzed using Miles and Huberman’s interactive model through the processes of data reduction, data presentation, and conclusion drawing and verification. Results: The results of the study show that the Driving Teacher model can transform the role of teachers from curriculum implementers to reflective, collaborative, and innovative learning leaders. Teachers experience improvements in lesson planning, classroom management, and reflection on learning outcomes, supported by a professional learning community and participatory school leadership. In addition, students’ motivation and engagement increased significantly. Novelty: This study presents an integrative conceptual model of teacher competence that connects reflective pedagogy with learning leadership in the context of limited resources. The results of the study expand the theoretical discourse on educational transformation in the 3T region by placing reflection and collaboration as the main mechanism for improving sustainable learning.​
The Influence of Digital Marketing, Branding, Electronic Word of Mouth, and the Reputation of Islamic-Based Educational Institutions on the Decision to Join Islamic Schools Khadafie, Muammar; Oktapiani, Serli
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.v7i1.1209

Abstract

Objective: This study aims to analyze the influence of digital marketing, branding, electronic word-of-mouth (e-WOM), and reputation on the decision to enroll in Islamic schools. Methods: The research employs multiple linear regression analysis to test the proposed hypotheses. Results: The findings indicate that digital marketing has a positive but statistically insignificant effect (β ≈ 0.092, p = 0.269) on enrollment decisions. In contrast, branding (β ≈ 0.263, p < 0.001), e-WOM (β ≈ 0.297, p = 0.012), and reputation (β ≈ 0.412, p < 0.001) exert significant positive influences, with reputation as the most dominant factor. The overall regression model is statistically significant (F = 120.1, p < 0.001), with an R² of 0.624, explaining 62.4% of the variability in enrollment decisions. Islamic schools should prioritize strengthening branding, leveraging e-WOM, and maintaining robust reputations to boost enrollment rates, while optimizing digital marketing through integration with other strategies for greater impact. Novelty: This study offers actionable insights for Islamic educational institutions to enhance their competitive edge in the sector, particularly by identifying key drivers beyond digital marketing—such as branding, e-WOM, and reputation that significantly shape enrollment decisions.
Integration of Mahabbah Jalaluddin Rumi Values and Humanistic Education in the Formation of Student Morals at SMK Al-Munawaroh Tasikmalaya Sumarna, Cecep; Gunawan, Heri; Hilmi, Fuad; Tehmamad, Abdulghani
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.v7i1.1211

Abstract

Objective: The phenomenon of moral decline and increasing intolerance among students shows the existence of a spiritual crisis in modern educational practices that tend to be cognitive and instrumental. This study aims to analyze the implementation of the value of mahabbah (divine love) in education at SMK Al-Munawaroh Tasikmalaya as a strategy for the formation of social and spiritual character of students. Method: The research uses a qualitative-descriptive approach with a case study method, through in-depth interviews, participatory observations, and analysis of school policy documents. Results: The results of the study show that the value of mahabbah is implemented integratively through religious habituation, social activities, and learning based on religious moderation. This approach not only fosters empathy, tolerance, and social responsibility, but also strengthens students' spiritual awareness. These findings strengthen Carl Rogers' humanistic educational theory and extend it with Jalaluddin Rumi's sufistic dimension which places love as a force of self-and social transformation. The implementation of mahabbah has proven to be in line with national policies such as Strengthening Character Education (Perpres No. 87 Tahun 2017) and Religious Moderation (KMA No. 183 Tahun 2019). Novelty: This study concludes that mahabbah-based education can be an integrative model of humanistic Islamic education that is relevant to the context of Indonesia's pluralistic society. The implications of the study confirm the need to develop similar models in other educational units through a longitudinal approach to measure the long-term impact on the formation of students' character.
Integration of Computer-Based Learning Media and Problem-Based Learning Models to Develop Critical Thinking Abilities in Early Childhood Widyawati, Widyawati; Eka Saputra, Erwin
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.v7i1.1240

Abstract

Objective: This study aims to examine the effect of integrating computer-based learning media with the Problem-Based Learning (PBL) model on the development of critical thinking skills in early childhood education. Specifically, the study focuses on how this integration enhances children’s abilities to analyze, interpret, infer, and evaluate information, as well as its impact on motivation, creativity, independence, and learning engagement. Research Method: This study employed a quantitative approach with a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 30 children in Group B at TK Pertiwi No. 3 Pattiro Bajo, Bone Regency, who were randomly assigned to an experimental group and a control group. The experimental group received instruction using computer-based learning media integrated with the PBL model, while the control group received conventional instruction. Data were collected through observation sheets measuring children’s critical thinking skills and were analyzed using normality tests, homogeneity tests, and independent samples t-tests. Research Findings: The results indicate that the experimental group showed a statistically significant improvement in critical thinking skills compared to the control group. The mean posttest score of the experimental group increased from 65.3 to 83.1, while the control group only increased from 64.9 to 71.5. The t-test results revealed a significant difference between the two groups (p < 0.05), confirming that the integration of computer-based learning media with the PBL model effectively enhances early childhood learners’ critical thinking abilities, including analysis, reasoning, and conclusion-drawing skills. Novelty: This study demonstrates that the integration of computer-based learning media with the PBL model is an innovative and effective pedagogical strategy for early childhood education. The novelty lies in applying a synergistic digital–problem-based approach at the early childhood level, which not only improves critical thinking skills but also strengthens motivation, creativity, independence, and sustained engagement. The findings contribute new insights into how technology-supported PBL can be used to foster higher-order thinking skills from an early age.
The Utilization of the Wokwi Simulator Platform as a STEM Learning Innovation in the Internet of Things (IoT) Course St. Munthakhabah R, Cita; Wahid, Anwar; Muh Zulfardinsyah, Laode; Zam’ah, Zam’ah; Nurhuda, Nurhuda
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.v7i1.1268

Abstract

The purpose of this study is to examine the use of the Wokwi Simulator Platform as a STEM-based learning innovation in Internet of Things (IoT) courses in higher education. This study uses a qualitative approach with a single instrumental case study design involving 24 undergraduate students from one IoT practicum class at the Information Technology Education Study Program, University of West Sulawesi, in the period September–October 2025. Data were collected through semi-structured interviews, participatory observations, and learning documentation, and then analysed using the interactive analysis model Miles, Huberman, and Saldaña. The results revealed three main interrelated themes. First, the efficiency and flexibility of using Wokwi allows students to conduct repeated experiments without hardware limitations, thus encouraging the formation of active experimentation. Second, the virtual debugging process directs students to focus more on programming logic and scientific reasoning, thus strengthening the reflective observation stage. Third, holistic STEM integration is reflected through the use of real-time data visualisation features that help students understand the interconnectedness of cross-disciplinary concepts in the abstract conceptualisation stage. In the context of previous research on virtual labs and STEM-based IoT learning, these findings expand existing studies by presenting qualitative empirical evidence on how simulated environments support experiential learning processes rather than simply improving learning outcomes. This study concludes that the Wokwi Simulator Platform functions as an effective pedagogical medium in supporting STEM-oriented IoT learning, especially in the context of higher education with limited laboratory resources. These findings provide implications for designing IoT curricula that emphasise data-driven analysis and interdisciplinary integration, and further research is needed to examine the transfer of learning from virtual simulations to physical hardware implementations.

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