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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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The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance Firman Edi; Sudadio Sudadio; Isti Rusdiyani; Suryadi Suryadi
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.589

Abstract

Objective: This Research aims to ascertain the relationship between school principal leadership, academic supervision, and achievement motivation on teacher performance. Method: This Research employs a statistical survey methodology to guarantee the precision of the findings. To provide forecasts, researchers used the partial least squares-structural equation model (PLS-SEM) to ascertain the magnitude of latent variables. The research utilized the Smart PLS. The investigation occurred at a public elementary school in Tangerang, Indonesia's Banten province. Two hundred fifty elementary school teachers from Tangerang City, Banten, Indonesia, were selected as the research sample. A random sampling method was employed to conduct the sampling. Results: This research presents four noteworthy and statistically significant findings, building upon earlier research and discussion. An important factor is the direct connection between the principal's leadership and academic supervision, which exhibits a positive association. The principal's leadership has a direct and beneficial impact on teacher performance. There is a positive association between academic supervision and teacher performance. There is a positive association between achievement motivation and teacher performance. Novelty: This research presents novelty research that combines the variables of achievement motivation, academic supervision, principal leadership, and teacher performance into a single research topic. Furthermore, the current research distinguishes itself from prior investigations through its research emphasis, subjects, and participants. This research is novel in its attempt to incorporate multiple variables into a single unit for investigation and exploration. This research is intriguing due to variations in emphasis, research participants, and incorporation of research factors compared to earlier research.
Teachers’ Practices of Reflective Teaching in EFL Classroom Nabila Widiastari; Rahmah Fithriani
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.591

Abstract

Objective: Reflective teaching (RT) is a strategy to improve student learning outcomes. Teachers have recently used reflective teaching extensively to enhance learning and teaching outcomes. This research presents teacher practices for implementing reflective learning in English as a Foreign Language (EFL) classes. This research explores teachers' reflective practices, their methods, and the outcomes resulting from these practices. Method: The research method used is a qualitative study using questionnaires for data collection and in-depth interviews with several EFL teachers. Results: The results showed variations in reflective practice, with some teachers using student feedback, video recordings, diaries, group discussions, and self-observation as reflection methods. This research also found that reflective practice can improve teachers' understanding and skills in teaching EFL. Novelty: The novelty of this research lies in revealing specific reflective practices that can improve the quality of learning English as a foreign language.
The Effectiveness of Using the SOLO Taxonomy in Acquiring Students the Concepts of Coordinate Geometry Mohammad A. Ghunaimat; Esraa Ahmed Alawneh
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.592

Abstract

Objective: The study aimed to investigate the effect of using the SOLO taxonomy levels on Prince Faisal Technical College students' acquisition of coordinate geometry concepts. To achieve the study's objective, Method: The researcher developed a test of acquisition of coordinate geometry concepts. The study used the semi-experimental approach with a pre-post design, and it was applied to (51) students from the college, who were divided into two groups: one experimental (25) student studied using the SOLO taxonomy levels, and the other controlled (26) students studied in the usual way. Results showed a positive effect of using the SOLO taxonomy as a strategy for teaching mathematics, especially in students' acquisition of concepts of coordinate geometry. The study recommended using the SOLO Taxonomy levels on students' acquisition of mathematical concepts in other fields such as algebra, statistics, etc. Novelty: This research presents novelty through the use of Solo taxonomy levels of classification in teaching mathematics, designing a teaching strategy to enable students to acquire concepts of coordinate geometry so that it is easy for teachers to implement this strategy in teaching mathematics.
A Comprehensive Exploration of Lecturer’s Written Corrective Feedback on Students’ Counterargument Paragraphs in Enhancing Argumentative Writing Proficiency Himma Jihadiah Arrosyidah; Ahmad Munir; Ali Mustofa
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.593

Abstract

Objective: This study delved into the methods employed by lecturers when offering feedback on argumentative essays authored by students. It particularly emphasized examining the feedback mechanism about counterargument paragraphs within these essays. Method: The research utilized a qualitative method to delve into the feedback provided by the lecturer on students' argumentative essays. This involved thoroughly exploring the various types of feedback imparted by the lecturer. Additionally, document analysis served as the primary means of data collection, enabling a comprehensive examination of written feedback and its nuance. Results: The results emphasize the importance of feedback in improving writing skills and suggest that lecturers should continue to give clear and direct feedback. Novelty: In the context of existing literature on lecturer's written corrective feedback, this study provides valuable insights into students' argumentative writing dynamics. It highlights the significance of using clear feedback to enhance writing skills, benefiting lecturers and students in academic writing. Additionally, feedback on counterarguments could increase writing proficiency since it is usually the weakest point.
Possibilities for Using E-Modules in Vocational High Schools to Facilitate Critical Thinking Skills Eka Fitriana; Djono Djono; Sri Sumaryati
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.595

Abstract

Objective: Critical thinking as part of the competency tools for 21st-century positions has a strategy at the Vocational high school in preparing graduates who are competent, ready to work, and have communication and collaboration skills. However, learning media use still needs to be optimal for teachers to support classroom learning to increase students' understanding and facilitate critical thinking skills in the learning process. Therefore, it is necessary to improve the learning system because these problems must provide students with a better learning experience. The research aims to determine students' perceptions regarding opportunities for developing e-modules based on problem-based learning to facilitate critical thinking skills in accounting learning material. Method: Descriptive qualitative, using research instruments like interviews and questionnaires. The research participants were 45 students specializing in accounting. The research results showed that students are very familiar with using digital media, and most students said that learning with digital learning media gave an interesting learning impression. Results: are great opportunities for developing e-modules that students can use for independent learning flexibly. Novelty: E-modules integrated with problem-based learning models aim to empower students' critical thinking skills, especially in accounting material.
Assessing the Complex Operation of Blended Learning for English Instruction in a Public High School in the Philippines Danica Jae B. Sagun; Greg T. Pawilen; Sarah Jen C. Paccarangan; Rufo Gil Z. Albor; Hannah L. Patindol; Phrygian P. Almeda; Daisy V. Pelegrina
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.596

Abstract

Objective: The study aims to describe stakeholders' experiences in blended learning at a public high school in Laguna, Philippines, during the COVID-19 pandemic. Method: This qualitative study was conducted through Focus Group Discussions (FGD) with English teachers, learners, and the Information and Communications Technology (ICT) coordinators and a Key Informant Interview (KII) with the English department head. Results: Three main themes emerged from the study: factors that encourage stakeholder collaboration, barriers to stakeholder collaboration, and solutions to collaboration challenges. Novelty: Overall, the study results show how important collaboration is in overcoming the difficulties associated with blended learning and creating a positive learning environment for the stakeholders. By fostering a collaborative environment, stakeholders can work together to address the complexities of blended learning, optimize the benefits of the modality, and create a compelling and engaging learning experience for all learners.
Exploring the Influence of Game-Based Learning and School Environment on Learning Achievement: Does the Mediation of Self-Intention Matter? Atoulloh Atoulloh; Aries Fitriani; Rihab Wit Daryono
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.597

Abstract

Objective: This research aims to explore the influence of game-based learning and the school environment on student learning achievement and the mediating role of self-intention in influencing game-based learning and the school environment. Method: The quantitative survey method involved 100 students of MA Ma'arif Al-Mukarrom, Kauman, and Ponorogo, using probability sampling techniques with proportionate stratified sampling techniques. Data was collected through a questionnaire with a Likert scale, and data analysis was carried out using relevant statistical techniques. Results: The research results show a positive but less significant influence on game-based learning and the school environment on student learning achievement; however, with self-intention mediating it, it has a positive and significant influence. The implications of this research include the importance of developing learning strategies to improve more effective and efficient education and a school environment that can support learning. Recommendations for research are the need to integrate elements of motivation and self-development in game-based learning design and develop meta-cognitive skills. The final one is creating a school environment to create an atmosphere of motivation and social support and facilitate learning experiences. Novelty: This research highlights the role of student enthusiasm in connecting learning through games, school atmosphere, and learning achievement. This adds insight into the interaction of these factors and underlines the importance of paying attention to students' enthusiasm for learning.
Digital Literacy Training: Its Impact on Teachers in Busoga Region, Eastern Uganda Martin Okoed; Emmanuel Acidri Bileti
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.598

Abstract

Objective: This study evaluated the impact of digital literacy training on teachers in Busoga region, Eastern Uganda. Specifically, it assessed the impact of digital literacy training on teachers' skills and knowledge, evaluated facilitators' effectiveness in delivering the training program, and investigated teachers' proposals for promoting ICT integration in secondary schools. Method: A convergent parallel mixed methods design was used; data was collected from 300 teachers through online questionnaires and focus group discussions. Results: It was revealed that the digital literacy training very positively impacted the skills/knowledge of teachers in the Busoga Region. Furthermore, the result indicated high satisfaction with the facilitators' skills and responsiveness. Finally, teachers proposed the need for infrastructure enhancement, capacity building, resource provision, connectivity, and incorporation of ICT tools like smartphones, laptops, and projectors in teaching and learning. Novelty: This study contributes valuable empirical insights to the discourse on digital literacy training, stressing its role in fostering effective teaching practices. As technology continues to evolve, understanding its nuanced impact on teachers becomes increasingly crucial for shaping the future of education.
Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching Tiyas Saputri; Syafiul Anam; Ahmad Munir
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.599

Abstract

Objective: This study aims to investigate the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills, the difficulties he faced, and the strategies to support the autistic student teacher applying his pedagogical competence in the ELT. Method: The method used was a descriptive qualitative with a case study approach. Data collection techniques used in this study were observation, interview, and video recording. Data analysis techniques were dividing observational field notes, doing data reduction, describing and identifying the activity of the autistic student teacher applying his pedagogical competence in the ELT practicums based on the eight teaching skills, and making a conclusion. Results: The results of the study indicated that the autistic student teacher’s pedagogical competence in English Language Teaching based on the eight teaching skills in the eighth grade of inclusion class at 39 Junior High School Surabaya was good, although it was not successfully completed. It was obtained that he only did five to eight teaching skills. He had only skills in questioning, doing reinforcement, doing variation, explaining, opening and closing the class. Three teaching skills had yet to be fully mastered by him. The difficulties faced by him were classroom management, small group discussion and organizing small group discussion and individual work with the students. Novelty: This study focused on the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills. No study investigates the pedagogical competence of autistic student teacher in ELT, mostly the previous researches investigated the pedagogical competence of the student teacher with a normal condition.
Development of Animation Learning Media Based on PBL to Improve Thematic Learning Outcomes Students Lala Dyah Chandra; Pargito Pargito; Dwi Yulianti; Dina Maulina
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
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.v5i3.600

Abstract

Objective: 21st-century learning must prepare generations of Indonesian people to support information and communication technology advances in social life. The rapid development of technology in the current era of globalization provides multiple benefits for the world of education, so education requires students who play an active role and educators who create innovative learning. Learning innovation can be done in various ways, including developing interactive learning media. This aims to create exciting learning to improve students' thematic learning outcomes. Method: The research used Borg & Gall's research and development, creating an ecosystem into three stages in the VA and VB classes at 5 Way Serdang Public Elementary School. The sample consisted of 42 students in the experimental and control classes. The data analysis technique uses the Effect Size test. Results: The data obtained had an effect size of 1.02, with an extensive interpretation of the effect. Novelty: This research presents novelty by designing PBL-based animated learning media containing menus and moving images on the media to attract students' attention and enthusiasm. This aims to improve students' thematic learning outcomes.

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