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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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Integrating Educational Technology to Increase Teacher Creativity Through Servant Leadership Supriatman, Eman; Setyaningsih, Sri; Suhendra, Suhendra
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.vi.992

Abstract

Objective: This study aims to analyze the effect of educational technology integration on improving teacher creativity through the application of servant leadership. The focus is to understand how servant leadership can create an environment that supports teachers' use of technology and enhances their creativity in teaching. Methods: A quantitative approach was used with a survey method. Data were collected through questionnaires distributed to 200 teachers in Indonesian schools. The variables studied included the application of servant leadership, the use of technology in learning, and teacher creativity. Data were analyzed using regression to measure the relationship between variables. Results: The results show that servant leadership has a positive and significant effect on the use of technology in learning, which in turn enhances teacher creativity. Leaders who provide active support and adequate resources create an environment that supports technology-based learning innovation, which positively impacts teaching quality. Novelty: This study contributes new insights by combining servant leadership and educational technology as mutually supportive factors in enhancing teacher creativity. The findings enrich the literature on educational leadership and provide practical insights for school principals to enhance teacher creativity through technology.
Implementation of Joyfull Learning for Deep Learning in Indonesian Language Lessons Maknun, Lu'luil; Niswar, Amda
IJORER : International Journal of Recent Educational Research Vol. 6 No. 5 (2025): September
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.v6i5.997

Abstract

Objective: This research aims to explore and formulate a conceptual framework for integrating the concept of joyful learning in the framework of deep learning in Indonesian learning in elementary schools. The main focus is to identify pedagogical strategies that are able to increase motivation, conceptual understanding, and emotional involvement of students. Method: The literature study was conducted by collecting reputable international literature published in 2020–2025 from the Scopus, Web of Science, ERIC, and Google Scholar databases. Documents that meet the criteria (discussion of joyful learning, deep learning, and elementary school context) are analyzed using content analysis and thematic analysis. Library data is grouped into main themes game based learning, storytelling, project collaboration, art activities, and structured reflection and mapped to three pillars of deep learning: mindful, meaningful, and joyful. Results: The results of the study revealed five implementation strategies. Gamification and language games have been shown to be most effective at spurring intrinsic motivation and active participation; storytelling and creative writing projects improve vocabulary retention; project collaboration strengthens social-emotional skills and critical thinking; art activities reduce language anxiety; and structured reflection develops metacognitive awareness. The mapping showed a balance between cognitive and affective aspects, with success indicators in the form of increased quiz scores (>20%), vocabulary retention (+40%), and the quality of metacognitive journals (rubric ≥80/100) Novelty: This research presents an adaptive joyful deep learning pedagogical blueprint for primary schools in Indonesia an integrated model that combines concrete activities, assessment indicators, and practical recommendations for curriculum, teacher training, and resource procurement thus making an original contribution to the international literature on humanistic and sustainable language learning.
A Holistic Strategy to Improve Teacher Engagement through Trust, Knowledge Management, and Organizational Culture in Private Vocational Schools in Bogor Regency Taufiq Ismail, Yosa; Sri Setyaningsih, Sri Setyaningsih; Hardhienata, Soewarto
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.vi.1091

Abstract

Teacher engagement is a critical factor in ensuring the sustainability and quality of learning outcomes, especially in private vocational schools that face unique challenges in resource management and organizational dynamics. This study aims to propose a holistic strategy to improve teacher engagement through the integration of trust, knowledge management, and organizational culture. Using a mixed-method approach, data were collected from teachers and school administrators in private vocational schools in Bogor Regency. The findings reveal that trust between teachers and management fosters psychological safety and commitment; knowledge management enhances collaboration and continuous learning; while a supportive organizational culture strengthens motivation and professional identity. The interaction of these three dimensions creates a synergistic effect that significantly improves teacher engagement. This study contributes both theoretically and practically by offering a comprehensive framework for educational leaders to design policies and interventions that foster trust, optimize knowledge-sharing practices, and cultivate an inclusive organizational culture. The results highlight that a holistic and integrated strategy is essential to sustain teacher engagement and improve the overall performance of private vocational schools in Indonesia.
From Classroom to Diplomacy: Reflections on BIPA Teaching by Timorese Teachers Soares, Rodolfo Soares; Latifah, Diah; Sulistiany Idris, Nuny
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.v6i6.958

Abstract

Objective: This study aims to explore the experiences of local educators teaching Indonesian as a Foreign Language (BIPA) in Timor-Leste, specifically at two educational institutions: Escola Secundaria Geral (ESG) and Escola Técnica Vocacional (ESTV). Using a reflective qualitative approach with a collective case study design, the research involved six active teachers as key participants. Data were gathered through classroom observations, semi-structured interviews, open-ended questionnaires, and analysis of instructional documents, then examined using thematic coding and narrative reflection. The findings show that teachers developed task-based learning strategies, culturally relevant media, and contextual approaches despite facing structural limitations. Lesson plans generally demonstrated moderate alignment with Graduate Competency Standards (SKL), though they need improvement in goal setting, cultural integration, and rubric-based assessment. This study emphasizes teachers’ voices as essential sources of curricular knowledge, shifting focus from macro-level policy to reflective classroom practice. Consequently, BIPA is seen not just as a language teaching initiative but as a form of soft diplomacy that strengthens bilateral relations between Indonesia and Timor-Leste through intercultural education.
Application Of Transformer Diagnostic Application To Improve Students' Analytical Skills In Transformer Courses Of Electrical Engineering D4 Program Sidik Sidin, Udin; Prasojo, Kholik; Irfan, Muhammad; Suhartono, Suhartono
IJORER : International Journal of Recent Educational Research Vol. 6 No. 4 (2025): 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.v6i4.975

Abstract

Objective: This study aimed to address the prevalent difficulty among electrical engineering students in applying theoretical knowledge to the practical interpretation of transformer diagnostic data. The primary objective was to assess the effectiveness of a purpose-built diagnostic software application in improving the analytical skills required for this task. Method: The research employed a quasi-experimental, one-group pretest-posttest design involving a sample of 36 undergraduate students in a D4 Electrical Engineering program. Participants' analytical skills were measured before and after the intervention, which consisted of training with the diagnostic application. Data were collected through quantitative tests, student perception surveys, and instructor observation sheets. The analysis involved paired sample t-tests and N-Gain calculations, with findings triangulated using qualitative feedback to enhance validity. Result: The intervention yielded highly positive outcomes, demonstrating a statistically significant improvement in students' analytical abilities. The mean score rose from 56.19 to 82.58, and an average N-Gain score of 0.61 classified the application's effectiveness in the "medium improvement" category. These quantitative findings were strongly supported by qualitative data, wherein students reported the application to be highly intuitive and effective in transforming passive learning into an active, contextualized, and confidence-boosting experience. Novelty: The novelty of this research lies in providing empirical evidence for a scalable and effective pedagogical tool that bridges the critical gap between academic theory and industry-required practical skills. This study presents a validated software-based solution to a persistent challenge in vocational engineering education, demonstrating a tangible method for better preparing graduates to meet professional demands in transformer diagnostics.
Augmented Reality as a Pedagogical Tool in Cultural Education: A Case Study on Srimulat-Based Cultural Learning Among University Students Wardaya, Marina; Limantara, Quina Reivaldi; Utomo, Pandu Rukmi
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.v6i6.980

Abstract

Objective: This study explores the potential of Augmented Reality (AR) can be used as a learning tool to help college students learn more about Srimulat, a traditional Indonesian comedy troupe that younger generations are losing interest in. As students who grew up with digital media become less interested in local performing arts, it becomes more important to include heritage content in interactive media. To fix this, an AR app was made using user-centered design principles, which focus on the needs and habits of students, and multimedia learning theory, which says that using pictures and narration together can help people understand better. The app used 3D models, voice narration, and interactive posters to show Srimulat characters. The program was used in a university exhibition and involved 68 students who took pre-test and post-test to see how much they had learned. The results showed a big increase in knowledge, with post-test scores going up by an average of 24.1 points. Additionally, 94% of participants reported enjoyment, while 91% claimed to have a better understanding of the cultural aspect. Although these statistics are positive, the study took place at a single school, and it only examined short term learning effects. Future research, in order to further support of its role in cultural education, should examine long-term learning effects, cross-cultural comparisons, and methods for integrating AR, in formal educational contexts.
Servant Leadership and Organizational Commitment in Female Academics: The Mediating Role of Work-Life Balance Nezia Arkhindah, Lintang; Tentama, Fatwa; Tarnoto , Nissa
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.v7i1.991

Abstract

Objective: This teaching staff commitment is a crucial factor influencing the success and continuity of various activities within higher education. This research seeks to develop and evaluate a theoretical model that examines the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable for female teaching staff in the higher education sector. Method: The study involved 117 female teaching staff who were permanent staff, married, and had at least one year of experience in higher education. Using a quantitative research design, the researchers employed Structural Equation Modeling (SEM) for analysis. Data collection involved scales measuring organizational commitment, servant leadership, and work-life balance. The validity and reliability of the constructs were assessed using an outer model, and the research data were analyzed using an inner model in SmartPLS 4.0. Results: The study findings demonstrate the development of a theoretical framework illustrating the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable, consistent with the empirical evidence. However, the results indicate that the relationship between servant leadership and organizational commitment cannot be explained by work-life balance acting as a mediator. Novelty: This study introduces a new approach by simultaneously testing a mediator involving the variables of organizational commitment, servant leadership, and work-life balance, with a special focus on female teaching staff who work and are married in a university environment.
Faith Integrated Learning and Intelligence: Analyzing the Interaction Effect on Christian Students Mathematics Learning Outcomes Ering, Aljuanika; Selanno, Semuel; G. Mewengkang, Christie
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.v6i6.995

Abstract

Objective: This study aimed to examine the interaction effect between instructional strategies and levels of intelligence on students' mathematics learning oucomes at SMP Kristen GMIM Tomohon. The strategies compared included faith-integrated learning and conventional instruction, while students' intelligence levels were categorized as high or low. Method: A quantitative approach with a 2x2 factorial experimental design (treatment by level) was employed. A total of 42 students were assigned to either the experimental (faith-integrated) or control (conventional) group. Data were analyzed using two-way ANOVA with SPSS version 29. Results: The findings revealed a significant interaction between instructional strategies and intelligence levels on mathematics learning oucomes (significance = 0.009 < 0.05). This indicates that instructional effectiveness is influenced by students' intellectual capacities, highlighting the need to align teaching methods with learners' characteristics. Novelty: This study uniquely examines the interaction between faith-integrated instruction and students’ intelligence levels in mathematics learning. It also introduces “thinking in the heart”, a reflective faith-based approach that links mathematical understanding with spiritual values to foster holistic learning.
An Exploration of a Practical Leadership Model for Building Inclusive School Culture: A Case Study of Madrasah Ibtidaiyah (Islamic Elementary School) in Indramayu, Indonesia Nuansah, Unang; Salam, Abdus; Aspandi, Ade; Karim, Abdul; Mazaya El Banna, Aini
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.v6i6.1001

Abstract

Background: Inclusive education has become a global priority, emphasizing equitable learning access for all children regardless of ability or background. However, many schools, including Islamic elementary schools (Madrasah Ibtidaiyah) in Indonesia, continue to face barriers stemming from limited teacher preparedness, unsupportive environments, and cultural resistance. These challenges highlight the need for leadership models that can transform inclusive policy into daily practice. Objective: This study aims to explore and develop a practical leadership model that strengthens inclusive school culture in Madrasah Ibtidaiyah in Indramayu, Indonesia. The model is positioned as a response to both global calls for inclusion and the local need to integrate inclusive values with Islamic educational principles. Method: Employing a qualitative multiple-case study combined with a design-based research (DBR) approach, data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Participants consisted of school principals, teachers, and parents, ensuring triangulation and comprehensive perspectives throughout all DBR cycles of analysis, design, implementation, evaluation, and refinement. Results:The study found that principals play a central role in demonstrating inclusive values through daily behavior, mentoring teachers, and encouraging collaboration with families and communities. Leadership practices such as participatory decision-making, adaptive policy enactment, and community engagement contributed significantly to the development of inclusive culture. Yet, practical challenges remained, including inadequate resources, limited training access, and varying levels of parental acceptance. Conclusion and Contribution: The research proposes an applicative leadership framework that merges participatory and adaptive leadership with Islamic moral grounding, providing a culturally relevant approach to inclusion. By linking the visionary dimension of transformational leadership with the contextual responsiveness of practical leadership, the framework offers a bridge between inclusive ideals and everyday educational realities in faith-based primary schools.
Management of Life Skills-Based Islamic Education at Al-Amin Islamic Boarding School Indramayu As, Suwarno; Subasman, Iman; Aspandi, Ade; Mazaya El Banna, Aini; Makmun, Syukron
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
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.v6i6.1008

Abstract

The increasing demand for graduates who master both religious knowledge and practical competencies has encouraged Islamic boarding schools to integrate life skills into their educational management. This study analyzes how Al-Amin Islamic Boarding School, a mid-sized rural pesantren in Kandanghaur, Indramayu, manages life skills-based Islamic education, with a distinctive approach that empowers students to be independent and socially responsible. Using a qualitative descriptive design with a case study approach, data were collected through documentation, observation, and institutional profile analysis. The study examines the planning, organizing, implementation, and evaluation stages of life skills programs embedded in the pesantren environment. The findings reveal that innovation emerges in several management aspects: (1) planning emphasizes competencies aligned with rural socio-economic realities, (2) organizing involves structured collaboration between teachers and student mentors, (3) implementation integrates discipline with experiential learning such as agriculture, entrepreneurship training, and leadership practice, and (4) evaluation adopts informal but continuous behavioral assessments to measure student initiative. This study contributes to the underexplored field of rural pesantren management by demonstrating how structured integration of life skills into educational management can balance religious instruction with practical competencies. The Al-Amin model thus offers a replicable framework for advancing Islamic education reform through life skills-based management.

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