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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 456 Documents
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Development of Online Science Learning Devices Cooperative Model Type STAD Assisted by Video Media to Improve Learning Outcomes of Elementary School Students Hariyati; Budi Jatmiko; Raharjo
IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October
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.v1i3.39

Abstract

The research aims to produce STAD cooperative model online learning tools with the help of video media to improve student learning outcomes in elementary schools. The development of learning tools used the 4D model and was tested on 40 students. The results showed that online science learning tools were valid with validation results in the very valid category (84.9%) and Student Teaching Materials (96%); practical in terms of implementing RPP (87.26) is categorized as very good and obstacles during learning can be overcome; effective in terms of positive student responses (88.89%), student activity (91.76%) is categorized as very good, and student learning outcomes increase knowledge competence with an average N-gain of 0.75 in the high category. In the Independent T-test, the 2-way significance value of 0.456> 0.05 indicates that there is no difference in the average learning outcomes between groups. then on the t-pair Sig. (2-tailed) 0.000 <0.005 indicates an increase in learning outcomes. The conclusion of this study, that the online STAD IPA cooperative learning model assisted with developed video media is appropriate to be used to improve learning outcomes of elementary school students.
Development of Online Science Teaching Instrument Based on Scientific Approach Using PhET Simulation to Improve Learning Outcomes at Elementary School Taufik Adi Sarwoto; Budi Jatmiko; Elok Sudibyo
IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July
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.v1i2.40

Abstract

The research aims to develop online science teaching instruments based on a scientific approach using a proper PhET simulation to improve learning outcomes for elementary school students. The developed equipment is the lesson plan, students’ activity sheet, learning materials, and assessment sheet of learning outcomes. The research plan is designed in One Group Pre-Test- Post-Test Design. The population in this study is all students of the fifth grade of State Elementary School Jagir I academic year 2019/2020. The results showed that there is a significant improvement in the results of online science studying through a scientific approach with the PhET simulation media. N-Gain value of class A is of 0.76 and class B is 0.70 with high criteria. The hypothesized test results showed no significant difference between class A and class B, student learning outcomes in the psychomotor area values class A in 80 when the average value of class B is 77.08, the learning results in affective domain values in class A is 80.00 in average and in class B is 80.31 with the 100% passing rate of the affective domain.
The Implementation of Classical Puppet Drama Performance to Improve English Speaking Skill for International Class Program Students Sari Famularsih
IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July
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.v1i2.41

Abstract

This study analysed the implementation of classical puppet drama performance to improve students’ speaking skill in International Class Program of one of universities in Salatiga. The teaching and learning processes in drama class were(1 ) asking the students with the question, (2) designing drama project plan, (3) creating drama preparation schedules, (4) monitoring the students in preparing the drama, (5) assessing the outcome, and (6) evaluating students’ drama performance. This study was qualitative research in the form of case study. To collect the data the researcher used observation, interview, documentation, and questionnaire. The results showed that by using drama performance, students can improve their pronunciation, fluency, accuracy, handle the voice, and body language to improve their self-confidence to speak in English. Moreover, the used of 4Cs skills activities namely critical thinking, communication, collaboration, and creativity skills in the classroom can stimulate students to improve their group work and interaction among students.
Profile of Online Learning in Building Engineering Education Study Program During the COVID-19 Pandemic Heri Suryaman; Kusnan; Husni Mubarok
IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July
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.v1i2.42

Abstract

This study attempts to discuss the profile of brave learning during the COVID-19 pandemic: (1) validity and reliability of instrument; (2) interesting learning for students; (3) implementation of learning; (3) strengths and weaknesses of learning; and (4) application that matches the learning profile and the condition of the existing internet network. The participant of this study were students and lecturers supporting courses in the Building Engineering Education study program. Data collection uses quantitative and qualitative methods. The questionnaire was given by online to 67 students and 6 lecturers. The result of this research shows that (1) questionnaire instruments have been tested as valid and reliable; (2) online learning is not all interesting; (3) online learning has been implemented, but some lecturers have problems when making corrections, the condition of the internet network in some regions is not smooth enough to be an obstacle for students to access applications; (4) using of the application adjusts the online learning profile and the condition of the internet network in the area. The conclusion reveals that applications of online learning must be easily accessible, used, interesting, and needs to be combined with several applications to provide the perfection of delivery and acceptance of material in teaching and learning activities.
Implementation of the Internal Quality Assurance Process: Quality Mapping Analysis at State Senior High School in Tomohon City, North Sulawesi, Indonesia Deisy Sampul; Benny B. Binilang; J.F. Senduk; F.J.A. Oentoe
IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July
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.v1i2.43

Abstract

The Internal Quality Assurance System (IQAS) has an important position in ensuring the quality of education of each education unit. A good internal quality assurance process will guarantee the quality of education is maintained and will make it easier for schools to conduct quality mapping, preparing quality plans, fulfilling quality, evaluating and determining quality standards. The purpose of this study is to describe the implementation internal quality assurance processes at SMAN (State Senior High School) in the City of Tomohon, North Sulawesi based on quality report. This research was designed using qualitative descriptive research with the data collection techniques include observation and documentation as well as data sourced from the Quality Report online application. The results of this study indicate that the internal quality assurance process at SMAN in Tomohon City has been carried out in accordance with national education standards. The educational quality achievement still needs to be improved so that there is consistency in fulfilling quality. In addition, a culture of quality and cooperation must be fostered in order to support the internal quality assurance process. Likewise in the internal quality assurance process that requires support from various elements in the school, government and community environment.
Guided Inquiry Model with the REACT Strategy Learning Materials to Improve the Students’ Learning Achievement Miftahul Jannah; Z. A. Imam Supardi; Prabowo
IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July
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.v1i2.45

Abstract

This study aims to describe the effectiveness of learning materials with a guided inquiry model with the REACT strategy to improve students’ learning achievement on heat and temperature topic. It developed with the 4D model and try outed using the One Group Pre-Test Post-Test Design. Data collection methods used validation, observation, and test. The results of this research are that the learning materials have a very valid category and it can be used to improve the learning process. The learning achievement, the average post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 88.57%. The students have a very good response to learning in the range of the answer with agree and very agree. Based on the results of the study it can be concluded that learning materials of the guided inquiry learning model with the REACT strategy can improve the students’ learning achievement on heat and temperature topic. Guided inquiry with the REACT strategy learning is expected to be able to make students more actively in the process of gaining their knowledge directly so that students are easier to remember and interpret.
Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School Devy Alvionita; Prabowo; Z.A. Imam Supardi
IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October
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.v1i3.46

Abstract

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.
5E Learning Cycle in Practicing Written and Oral Argumentation Skills Valensa Yossyana; Nadi Suprapto; Tjipto Prastowo
IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October
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.v1i3.53

Abstract

The argumentation ability plays an important role in the support of life skills required in the 21st century, but it has been recently found that this ability among students remains at a low level. This situation has asked for intervention to make the necessary skills improved. Thus, this study aims to examine students’ argumentation skills in written and oral senses by implementing the 5E Learning Cycle in a classroom setting and to analyze the effects of the implementation on ability the skills. The design of this study was pre-experimental research using one group pretest-posttest method. The learning materials used during the study were syllabus, lesson plans, handouts, worksheets, and exercises. Meanwhile, the ability of scientific argumentation skills was evaluated and assessed using pretest-posttest given and interviews in the form of descriptive questions and the corresponding guidelines. The results of the study are here reported as three separate findings. Firstly, the application of the 5E Learning Cycle in science learning allowed the students to practice their scientific argumentation skills. Secondly, direct observations found that most activities were well performed during classroom learning. Thirdly, group discussions in the 5E Learning Cycle have a good contribution to the students' scientific argumentation skills.
Innovative Learning Model: Improving The Students' Scientific Literacy Of Junior High School Aprido B. Simamora; Wahono Widodo; I Gusti Made Sanjaya
IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October
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.v1i3.55

Abstract

In the strict challenges faced by society, a paradigm shift is needed in the education system that can provide a set of 21st century skills needed by students to deal with every aspect of global life. One of them is scientific literacy. Unfortunately, the scientific literacy ability of students in Indonesia is still low. The Inquiry and SETS models have been widely applied to improve students' scientific literacy skills. However, weaknesses are found such as: students still cannot use their content knowledge to explain scientific phenomena perfectly; and the need for more in-depth inquiry activities so that students' abilities in designing and evaluating scientific investigations obtain excellent results. Therefore, innovation was created to develop the BRADeR learning model based on consideration of the strengths and weaknesses of the inquiry model and SETS as well as theoretical and empirical support. This research serves as a preliminary study in the process of developing the BRADeR model to improve students' scientific literacy skills. This study includes a needs analysis and literature review. The results show that innovation can be maintained as a basis for developing a hypothetical model of the BRADeR learning model. The syntax of the BRADeR model includes: brainstorming, reading, analyzing, decision making, and reflection. The hypothetical model of the BRADeR learning model must be tested to meet the aspects of validity, practicality, and effectiveness to improve the scientific literacy skills of junior high school students.
Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students Mellyta Uliyandari; Emilia Candrawati; Anna Ayu Herawati; Nurlia Latipah
IJORER : International Journal of Recent Educational Research Vol. 2 No. 1 (2021): 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.v2i1.56

Abstract

This reserach was conducted to improve conceptual understanding and critical thinking ability of fourth-semester students of the Science education study program, Bengkulu University by applying PBL. The research method used in this study is quasi experimental, which in its implementation uses single class or one group pretest-posttest design. The test question was the instrument used in this study. The findings showed that there was an improvement in students‘ conceptual understanding and critical thinking ability of students‘ since implementing problem-based learning models in environmental chemistry courses. This improvement can be seen from the results of the gain test for each class group on the test of conceptual understanding and critical thinking ability which are in the "medium" category, while the t-test results for concept understanding and critical thinking ability show a significant difference (0.000 <0.05). ), In other words, the implementation of the PBL learning influences the students‘ conceptual understanding and critical thinking ability. Further the implementation of the problem-based learning model in teaching and learning process presents problems with real conditions so that it can stimulate students to not only think and understand at the rote level but also interpret the problem. Quiet in-depth research on the implementation of problem-based learning models in learning is highly recommended to get more comprehensive results.

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