IJORER : International Journal of Recent Educational Research
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.
Articles
456 Documents
<![CDATA[Capilarization Game Foster Childrens’s Cognitive and Language Abilities ]]>
<![CDATA[Dewi Fitriyatus Sholihah]]>;
<![CDATA[Bachtiar Syaiful Bachri]]>;
<![CDATA[Miftakhul Jannah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 2 (2022): March ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i2.205
<![CDATA[The purpose of the study was to analyze effect of capillary games foster children’s cognitive and language abilities. The research was conducted using a quasi-experimental design with a quantitative approach. The experimental design used was a nonequivalent control group design. The research study was situated in an Indonesian early childhood education institution with a total of 30 children in the experimental group and 30 children in the control group. The data analysis technique in this study uses parametric statistics independent t test. The results showed that (1) there was an effect of capillary game foster children’s cognitiveve abilities, statistically the value of t = -4.382 with a significant level of p = 0.000 less than 5%; (2) there is an effect of the capillary game on childrens’s language abilities, statistically the value of t = -4.617 with a significant level of 0.000 less than 5%. Based on the results of the research and discussion, it can be concluded that cappilarry games foster childrens’s cognitive and language abilities in an Indonesian early childhood education institution.Through from cappilarry games makes the childrens was recognice many color so the cognitive abilities can be foster. Another ability, cappilarry games make the childrens fluent to be telling stories so the language abilities can be foster. The practical implication in this research is that capillary games can be the foster children’s cognitive and language abilities.]]>
<![CDATA[The Effect of SAVI Learning Model on Students' Critical Thinking Skills ]]>
<![CDATA[Fera Lindra Ismawanti]]>;
<![CDATA[Mohamad Nur]]>;
<![CDATA[Leny Yuanita]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 2 (2022): March ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i2.208
<![CDATA[This research aims to determine the effect of the SAVI learning model on the critical thinking skills of junior high school students. The method used in this research is one group pre-test-post test, with a descriptive quantitative approach. The test is done online via a google form. The question instrument contains 10 multiple choice questions and 5 questions on the description of the digestive system material that has been validated by the validator. This study involved 90 students of grade 8. The results showed that the validation results of critical thinking test questions obtained a mode 4 score and a reliability value of 86%, while the results of the students' critical thinking skills test showed that after the SAVI learning model was applied there was an increase obtained from the average pretest score of 40 and the average score The post-test average was 81 so that the N-gain score increased by 0.68 in the medium category, and all critical thinking indicators were achieved well.]]>
<![CDATA[Development of STEM-Based PjBL Model Science Learning Tools to Train Middle School Students’ Creativity Through Flood Detection Alarm Project Taks ]]>
<![CDATA[Indah Solichatin]]>;
<![CDATA[Wahono Widodo]]>;
<![CDATA[Munasir Munasir]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 2 (2022): March ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i2.209
<![CDATA[The purpose of the research is to develop a STEM-based PjBL model of learning tools to train students' creativity through the Flood Detection Alarm project task. The research development design is a 4D model (Define, Design, Develop and Disseminate). Methods of collecting research data using validation, questionnaires, observation, assessment, and documentation.The validity of the learning device has an average score above the value of 3 (valid). The practicality of learning devices is in the very good category, obstacles that occur during learning can be resolved with several solutions so that learning can run smoothly as expected. The effectiveness of the learning tools is effective in terms of the creativity of the students, the average score is 87.6% (very creative) and the students' responses are the average score is 94% (positive). The conclusion that can be underlined from the results of this study is the development of science learning tools with the PjBL model with a STEM approach that is suitable for training students' creativity in making Flood Detection Alarm products on Dynamic Electricity material.]]>
<![CDATA[Impact Analysis of Academic Guidance and Training Soft Skill to Improve Student's Self-Concept and Independence Through Tuweb ]]>
<![CDATA[Barokah Widuroyekti]]>;
<![CDATA[Dian Ratu Ayu Uswatun Khasanah]]>;
<![CDATA[Binti Isrofin]]>;
<![CDATA[Jahyu Hartanti]]>;
<![CDATA[Dwikoranto Dwikoranto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 2 (2022): March ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i2.210
<![CDATA[The implementation of learning activities during the pandemic is carried out online, including learning activities at the Distance Learning Program Unit of the Open University of Semarang using Web-based Tutorials (Tuweb) using Microsoft Team. Online learning requires students to study independently. The purpose of this study was to integrate the impact of user experience, academic self-concept and adversity quetion on independent learning in students. This type of research is quantitative research. Data collection techniques using a psychological scale. The psychological scale used in this study is (1) the learning independence scale. (2) academic self-concept scale (3) adversity quotient scale and (4) user experience scale. The measurement results show a TLI of 0.955. This output shows the accuracy, consistency of the accuracy of the composite reliability measuring instrument which shows the accuracy, consistency of the accuracy of a measuring instrument in making measurements. Student independence is influenced by academic self-concept and user experience, but the adversity quotient does not have a significant effect.]]>
<![CDATA[Using Toulmin's Argument Pattern on Problem Solving Model to Improve Problem-Solving Analysis Ability: Learning Alternatives During the Covid-19 Pandemic ]]>
<![CDATA[Dwikoranto Dwikoranto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 2 (2022): March ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i2.211
<![CDATA[The lecture process even in the Covid-19 pandemic must continue. The right of students to obtain good teaching must still be fulfilled. Lectures are conducted online using the Zoom, WhatsApp, Google Drive, Google Form platforms. The platform is assembled in a problem solving model with Toulmin's Argument Pattern. Problem solving analytical skills are the main focus of the Statistics course. This study aims to improve students' analytical problem solving skills, describe their improvement and describe student responses with Toulmin's Argument Pattern in problem solving models. The research design used a one group pre-test and post-test design. The research subjects were 30 students of the Unesa Physics Department. The instruments used in collecting data include: (1) problem solving analysis ability test sheets, (2) student response questionnaires. The research data scores that have been collected after going through a series of prerequisite tests, normality tests and homogeneity tests are then analyzed using paired t-tests to find out if there are differences in pre-test scores and post-test scores for solving analytical skills. student problems. The mean level of improvement in pre-test scores and post-test scores was calculated using normalized gain. The results showed an increase in problem-solving analytical skills in the medium and high categories. Student responses in lectures were very positive.]]>
<![CDATA[Profile of Mind Mapping Utilization in Learning During 2018-2022 ]]>
<![CDATA[Anggy Ayu Maharrany]]>;
<![CDATA[Tukiran]]>;
<![CDATA[Sunu Kuntjoro]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 3 (2022): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i3.212
<![CDATA[Mind mapping is an innovative learning strategy that has an impact on learning. This research aims to define and analyze the use of mind mapping in learning. This research is qualitative-descriptive with library research type. The results of the research show that the use of mind mapping not only has advantages, but also various disadvantages when used in learning. To minimize these weaknesses, this research reviews 20 journals (2018-2022) both nationally and those that have been selected through Google Scholar. The steps in reviewing the research literature are collecting journals/articles about mind mapping, reducing journals/articles for the last five years (2018-2022), analyzing the definition of mind mapping, synthesizing the opportunities and impacts of using mind mapping in learning, analyzing obstacles to mind mapping utilization in learning, and making conclusions. Based on library research, it is found that one way for teachers and students to maximize learning is by designing mind mapping with other learning models or tools. Another finding is that teachers can use various applications to make it easier for students to make mind maps. With this research, it is hoped that learning will be fun and improve students' thinking skills.]]>
<![CDATA[Profile of Electronic and Digital Media Learning Implementation During 2018-2022 ]]>
<![CDATA[Dinda Habba Kamaliya]]>;
<![CDATA[Tukiran]]>;
<![CDATA[Sifak Indana]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 3 (2022): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i3.213
<![CDATA[This research aims to describe and analyze the implementation of digital and electronic media as learning media during the COVID-19 pandemic. This research is a qualitative research using a literacy study method based on articles and books relevant to the implementation of digital and electronic learning media in Indonesia in the period 2018-2022. As for analyzing research data, the author uses inductive thinking methods. This method brings together various information from previous research related to the use of digital and electronic media as learning media during the COVID-19 pandemic. to be generalized into a new idea whose validity can be justified. Based on the results of a study of 20 articles from previous research, it can be seen that research on digital and electronic media as learning media in 2018-2022 contains development and application during the Covid-19 pandemic. The types and methods of research carried out varied including research and development, qualitative, quantitative, and literature review research. The development and application of digital and electronic media has proven to be still not fully effective in the learning process during this pandemic, the difficulty of internet access is still an obstacle for several studies. However, there are also many studies that show that the use of digital and electronic media in the learning process is considered effective, interesting and easily accessible to students wherever and whenever.]]>
<![CDATA[Profile of SETS Approach to Improve Student's Critical Thinking Skills During 2015 to 2022 ]]>
<![CDATA[Diyah Nur Rahmawati]]>;
<![CDATA[Tarzan Purnomo]]>;
<![CDATA[Sunu Kuntjoro]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 3 (2022): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i3.214
<![CDATA[Critical thinking skills are one of the skills needed by students in the 21st century. The research aims to describe and analyze the application of the SETS approach in improving students' critical thinking skills in Indonesia. The method used in this study is a qualitative method of secondary data in the form of a literature study based on the results of previous research. The sample in this study was 20 published scientific articles. Based on the analysis of 20 articles analyzed, it can be seen that the SETS approach can improve students' critical thinking skills which include increasing the N-gain value, positive student responses during learning, and student activity. Further research should integrate other innovative learning models with the SETS approach so that they can be used to develop other 21st-century skills.]]>
<![CDATA[Learning Materials of Concept Attainment Model with Concept Mapping Techniques to Improve Students’ Creative Thinking Skills and Concept Mastery ]]>
<![CDATA[Putri Nanda Agustin]]>;
<![CDATA[Nadi Suprapto]]>;
<![CDATA[Sunu Kuntjoro]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 3 (2022): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i3.216
<![CDATA[This research describes the validity of learning materials consisting of the syllabus, lesson plans, handouts, student worksheets, assessment of creative thinking skills, and concept mastery. The method is a modified research and development method, and this research is only limited to the validity of the learning materials. The developed learning materials were tested on 18 grade ten of Senior High School students. The data collection was carried out using the validation methods, and data analysis was carried out quantitatively. The validation results by three validators concluded that the syllabus obtained an average score of 3.81 with a completely valid category, lesson plan obtained an average score of 3.87 with a completely vali category. Meanwhile, handouts obtained an average score of 3.78 with a completely valid category, student worksheets obtained an average score of 3.88 with a completely valid category, assessment of creative thinking obtained an average score of 3.83 with a completely valid category, and assessment of concept mastery obtained an average score of 3.77 with a completely valid category. So that the learning materials developed is declared valid.]]>
<![CDATA[The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills ]]>
<![CDATA[Diyanti Jati Pratiwi]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Neni Mariana]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 3 (2022): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i3.217
<![CDATA[The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02<0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01<0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability]]>
