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[Integration of Science and Religion in Value Education ]]>
<![CDATA[Tutuk Ningsih]]>;
<![CDATA[Sutrimo Purnomo]]>;
<![CDATA[Muflihah Muflihah]]>;
<![CDATA[Desi Wijayanti]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i5.248
<![CDATA[The study aims to describe a value education model in teaching the integration of science and religion and to find out the values generated in the learning process of the integration of science and religion. Education is a major factor in shaping the human personality through the learning process that takes place in schools and in society. These educational goals can be done by providing scientific and religious materials to create the potential of students. Indeed, religious values will guide science and technology that are increasingly developing in the world. Therefore, the integration of science and religion in schools is very important to be taught, so that both of sciences and religions balance each other. This qualitative-naturalistic research used interview, observation, and documentation as the data collection techniques. The results of this study show that (1) the integrative model will facilitate and make learning more meaningful and efficient, so that the teaching and learning process will produce integrated knowledge; (2) through the integration of science and religion, the learning process is more directed which can sharpen the mind; (3) the learning material combining science and religion is the main instrument for realizing learning objectives; (4) the learning strategy integrating science and religion has a good effect on student and teacher interactions during the learning process; (5) the values developed in the integration of science and religion are the value of belief in Allah, being religious, and intelligent.]]>
<![CDATA[Using Google Meet in Group Discussions to Improve Learning Activities And Students' Problem-Solving Ability During the COVID-19 Pandemic ]]>
<![CDATA[Marsini Marsini]]>;
<![CDATA[Dwikoranto Dwikoranto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i5.249
<![CDATA[Improvements have been made to online learning during the COVID-19 pandemic through GMeet due to restrictions on crowding and maintaining distance between students, while learning must continue. This study aims to improve student learning activities and problem-solving abilities. Improvement of learning through classroom action research. Data were analyzed descriptively. The instruments are in the form of a Problem Solving Ability Test sheet and an Observation Sheet. The results of improving the use of GMeet learning in group discussions which in its implementation combined with WhatsApp and Google forms can improve student learning activities and problem-solving abilities. The increase in student learning activities in the first cycle, the percentage of student activity was 66% in sufficient criteria to 80% in good criteria in the second cycle. This shows that the percentage of student activity has increased and has reached the predetermined indicators of success. This increase in problem-solving ability can be seen in the average class value and the increase in the percentage of completeness after being given treatment. In the first cycle, the average value is 65 with a percentage of 65%, the and second cycle is an average of 80.25 with a percentage of 80%.]]>
<![CDATA[E-Module Research Trends in Learning Physics: Bibliometric Studies in 2017-2021 Range (Before and During the COVID-19 Pandemic) ]]>
<![CDATA[Zainuddin Zainuddin]]>;
<![CDATA[Surya Haryandi]]>;
<![CDATA[Misbah Misbah]]>;
<![CDATA[Winda Febriani]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Nida Supiati]]>;
<![CDATA[Mohd Ali Ibrahim]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i5.250
<![CDATA[The COVID-19 pandemic that has hit the world for the past two years has created a new trend in the world of education, one of which is through the use of e-modules. The purpose of this research is to identify and describe trends in e-module research in physics learning. The method used in this research is through bibliometric studies. The research was conducted by searching online through the Scopus database in July 2022 with the keyword "e-module" in the 2017-2021 range. The search results are then sorted and saved in CSV format which is then analyzed using VOSviewer software. Through this bibliometric approach, we can obtain an overview of research trends, patterns of interrelationships, and the potential to find novelty from these trends so as to assist further research in the future. The results of data analysis show that there are countries and the most productive authors who conduct research on e-modules. In addition, bibliometric visualization shows that research on e-modules continues to grow in various topics. So that research on e-modules in the future continues to develop according to needs.]]>
<![CDATA[The Effectiveness of the Creative-Scientific Decision Making Skills (CSDMS) Model to Practice Creative Thinking Skills and Decision Making Skills ]]>
<![CDATA[Asister Fernando Siagian]]>;
<![CDATA[Muslimin Ibrahim]]>;
<![CDATA[Zainul Arifin Imam Supardi]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i5.251
<![CDATA[This study aims to produce an effective Creative-Scientific Decision Making Skills (CSDMS) learning model that can be used in training students' creative thinking skills and decision-making skills. This study uses the One Group Pretest – Posttest design. Data were analyzed descriptively with pre-test and post-test data analysis using paired t-test in limited trials, and independent t-test in broad trials. It was concluded that the CSDMS model was declared valid both in terms of content validity and construct validity in order to improve students' creative thinking skills and decision-making skills. The results showed that the CSDMS model met the effective criteria in terms of the average n-gain of creative thinking skills in the high category and decision-making skills in the medium category, consistent with the average n-gain not significantly different in each university. It was concluded that the CSDMS model was found to be effective in improving students' creative thinking skills and decision-making skills.]]>
<![CDATA[Practicality of the RODE Learning Model in Order to Improve Student Communication Skills ]]>
<![CDATA[Arief Ertha Kusuma]]>;
<![CDATA[Wasis Wasis]]>;
<![CDATA[Endang Susantini]]>;
<![CDATA[Rusmansyah Rusmansyah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i5.254
<![CDATA[The RODE Learning Model is designed to improve student's communication skills. The RODE learning model has four stages: Read, Outline, Discussion and Evaluation. This study aims to analyze the practicality of the RODE learning model in improving student communication skills in elementary school 2 science lectures involving 50 students as a research sample. The research data were collected using an instrument of observation sheets on the implementation of learning and observation sheets of student activities which were assessed by two observers and equipped with a record of obstacles encountered during the application of the RODE learning model. Data analysis techniques use quantitative and qualitative descriptive analysis. The results showed that the four stages of the model, namely Read, Outline, Discussion, and Evaluation, can be carried out correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the RODE learning model have increased in each meeting. So it can be concluded that the RODE learning model is practical because it can be carried out according to the lecture implementation plan, and student activities are relatively active. The obstacles that arise can be overcome properly.]]>
<![CDATA[Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science ]]>
<![CDATA[Julianto Julianto]]>;
<![CDATA[Wasis Wasis]]>;
<![CDATA[Rudiana Agustini]]>;
<![CDATA[Suprayitno Suprayitno]]>;
<![CDATA[Asri Susetyo Rukmi]]>;
<![CDATA[Fitria Hidayati]]>;
<![CDATA[Endah Rahmawati]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i6.255
<![CDATA[The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.]]>
<![CDATA[Comparative Study of Student Learning Outcomes in Online and Offline Learning during the Pandemic ]]>
<![CDATA[Putri Ulfa Kamalia]]>;
<![CDATA[Norida Canda Sakti]]>;
<![CDATA[Riza Yonisa Kurniawan]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i6.256
<![CDATA[Learning is carried out offline starting April 2022 after the COVID-19 pandemic began to subside and the statistics on COVID-19 cases in the city of Surabaya showed a low risk status. Learning that was originally done online was changed back to being done offline. Therefore, this study aims to identify differences in student learning outcomes in online and offline learning. This research is a quasi-experimental research with comparative method and quantitative approach. Research data was collected on macroeconomic theory courses in the even semester of the 2020/2021 academic year for online learning and the 2021/2022 school year for offline learning. The study population was 18 students who were randomly selected from the economic education study program in 2020 and 2021. Processing and analysis of research data used an independent sample T-test. Based on the results of the independent sample t-test, the Sig (two-sided) value is 0.356 > 0.05. These results indicate that there is no significant difference in the average student learning outcomes between online and offline learning. Students' online learning has an average learning outcome of 85.8889, higher than offline learning of 81.3333. Therefore, learning activities are more flexible during the pandemic and can be done online or offline.]]>
<![CDATA[Project-Based Hybrid Learning; Effectiveness, Quality of Writing A Thesis Proposal, Independence, and Learning Satisfaction ]]>
<![CDATA[Thamrin Thamrin]]>;
<![CDATA[Saidun Hutasuhut]]>;
<![CDATA[Joko Suharianto]]>;
<![CDATA[Reza Aditia]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i6.257
<![CDATA[During the COVID-19 pandemic, it is suspected that educational institutions are facing a decline in the quality of learning because learning cannot take place face-to-face, and teaching materials and learning models applied are still conventional. The purpose of this study is to determine the effectiveness of the application of project-based hybrid learning in improving the quality of writing thesis proposals for students of the Medan State University (Unimed) Business Education Study Program and see the impact of accompaniment to learning independence and student learning satisfaction. This research method applies quasi-experimental with posttest control group design for experimental and control classes. The research population of all students currently attending the Research Methodology lecture in 2021 is 51, consisting of two classes (A & B). The sample was determined by random sampling, with class A as the experimental class of 26 people and class B as the control class of 25 people. Experimental classes are taught with project-based hybrid learning through Google meet and LMS, and control classes are taught with conventional learning through asynchronous LMS. All participants were tasked with compiling a thesis proposal after finishing the treatment. The difference in the average results of the assessment of the thesis proposals of the two classes was carried out with the Mann-Whitney test because the data were not normally distributed. The results of this study show that the application of project-based hybrid learning is effective in improving the quality of writing thesis proposals, independence, and learning satisfaction.]]>
<![CDATA[The Analysis Effectiveness of Guided Inquiry Implementation to Improve Students’ Science Process Skills ]]>
<![CDATA[Kartika Sulistyani]]>;
<![CDATA[Sifak Indana]]>;
<![CDATA[Elok Sudibyo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i6.258
<![CDATA[In improving science process skills, several learning approaches are carried out by teachers to achieve these objectives. One of the learning approaches used is the guided inquiry implementation. The objective of this research was to analyse effectiveness of the guided inquiry implementation to improve science process skills for elementary, junior high, and senior high school students. The research method used is study literature from various studies that have been published in journals, both nationally and internationally. Based on the analysis of 30 articles using the guided inquiry implementation, it is concluded that this learning approach is effective in improving science process skills, but teachers need to be aware for some strengths and weaknesses of this learning approach, so they need to be creative and innovative to develop the method used based on the characteristics of students in order to achieve the objective. Additionally, the use of the guided inquiry implementation can also improve long term memory, critical and creative thinking skills, motivation to learn science, and improve cognitive learning outcomes in science.]]>
<![CDATA[How Thinking Routines Enhance Critical Thinking of Elementary Students ]]>
<![CDATA[Mala Rejeki Manurung]]>;
<![CDATA[Siti Masitoh]]>;
<![CDATA[Fajar Arianto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v3i6.260
<![CDATA[Learning English as a foreign language within a primary school in Indonesia tends to be teacher-centered and focuses on the single correct answer. The demands of tests and covering textbook materials for tests prevent students from becoming active thinkers. Specific strategies have been proposed to promote critical thinking skills. Previous studies focused on applying thinking routines either in early childhood or higher education. This study examines the effect of thinking routines on sixth-grade elementary school students' critical thinking ability within an English lesson. The quasi-experimental research was conducted with 64 students divided into a control group (N=32) and an experimental group (N=32) at two different schools. This research was conducted online due to the COVID-19 pandemic. The data is analyzed statistically using the Mann-Whitney U Test. Critical thinking ability tests and observation sheets were used as data collection tools. The results reveal that thinking routines significantly improved sixth-grade students' critical thinking skills. The result suggests using thinking routines in teaching and learning to support students thinking from different points of view.]]>
