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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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Injury Risk Management in Amateur Badminton Athletes in the Grati Community, Pasuruan Regency: Coach and Athlete Perspectives in Sports Education Kelvin Ferdiantono , Akhmad; Januardi Irawan, Roy; Rusdiawan, Afif; Nur Bawono, Mokhamad
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.v6i6.1057

Abstract

This study aims to analyze injury risk management practices among amateur badminton athletes by exploring the perspectives of both coaches and athletes in the Grati Badminton Community, Pasuruan Regency. The research seeks to identify key factors influencing injury prevention, response, and recovery processes within community-level sports education. The study incorporates insights from a small circle of individuals who are actively engaged in the community’s training routine, providing a focused and in-depth view of how injury risks are recognized and handled. Data were collected using observation, semi-structured interviews, and documentation techniques, then analyzed through thematic analysis to capture in-depth insights regarding knowledge, attitudes, and practices related to injury risk management. Findings indicate that injury risk management in the community remains largely reactive, with preventive strategies yet to be systematically implemented. Coaches tend to rely on personal experience rather than evidence-based guidelines, while athletes exhibit limited awareness of injury prevention and rehabilitation principles. The absence of standardized operating procedures (SOPs), inadequate medical support, and minimal educational interventions further exacerbate the problem. This study provides a valuable empirical perspective on how grassroots-level badminton communities in rural Indonesia manage injury risks. It highlights the importance of structured educational programs and collaborative efforts between coaches, athletes, and supporting institutions to create safer and more sustainable training environments for amateur athletes.
Implementation of SDGs in Primary Schools to Increase Environmental Awareness and Wellbeing through Education Quality Management Bin Mahmudin Gagaramusu, Yusdin; zulnuraini; Kaharu , Sarintan Nurcahyati; Purbarani, Dyah Aini; Khairunnisa; Nazimuddin Al Kamil, Muhammad; Busthami Nur, Abdul Hamid
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.v6i6.1069

Abstract

Objective: Primary education plays a strategic role in supporting the Sustainable Development Goals (SDGs) agenda, especially in shaping environmental awareness and improving students' well-being from an early age. However, the integration of SDGs in learning practices still faces structural and pedagogical challenges at the school level. This study aims to examine the implementation of SDGs values in primary school learning and analyze how education quality management contributes to the effectiveness of the implementation. Method: This study used a qualitative approach with a collective case study design involving 15 primary schools in Palu City. Data were collected through observation, interviews and documentation, then analyzed thematically. Results: Results showed that schools with structured quality management systems and participatory leadership were more successful in internalizing SDGs values in learning, particularly through thematic activities and the Pancasila Student Profile Strengthening Project (P5). The impact is seen in the improvement of students' environmentally conscious behavior and social empathy. This research confirms the importance of a systemic approach that integrates pedagogical and managerial aspects in supporting the achievement of SDGs at the basic education level. Novelty: The findings contribute to the theory of sustainable education and offer practical implications for education policy at the local and national levels
Integrating Artificial Intelligence in Vocational Higher Education: A Case Study at Politeknik Penerbangan Makassar Agung Raharjo, M.; Rossydi, Ahmad; Burhanuddin, Fachrurrazy; Octavianie, Adhitya; Idyaningsih, Nining; Sukarman, Sukarman
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.v6i6.1107

Abstract

This study seeks to gauge the implementation, effectiveness, and lecturers’ perceptions of artificial intelligence (AI) integration in teaching at Politeknik Penerbangan Makassar, Indonesia. A mixed-methods approach was employed, utilizing Likert-scale questionnaires to measure implementation and effectiveness, and open-ended questionnaires to assess lecturers’ perceptions. The quantitative findings indicate that AI implementation is generally effective (mean = 4.00), with institutional policies and opportunities for student innovation being key factors, while infrastructure presents an obstacle. Qualitative results indicate that lecturers view AI as a transformative tool for enhancing teaching efficiency, providing instant and consistent feedback, and fostering creativity and collaboration. However, despite its benefits, lecturers emphasize the essential nature of human guidance, such as contextual feedback, emotional support, or ethical oversight. The novelty of the study’s approach lies in its focus on vocational higher education, a subject that has relatively little empirical evidence, and demonstrates how the introduction of AI can supplement rather than replace pedagogues’ work in learning. The implications of the findings provide practical guidance for policymakers and educators seeking more comprehensive institutional policies, targeted faculty development, and investment in technological infrastructure to leverage AI in teaching and learning effectively.
Japanese Language Development for Tokutei Ginou Candidates Through the GROW-ME Coaching Model Chornelly Aror, Susanti; Sambe, Nozomi; Bintang Pratiwi Harahap, Putri
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.v6i6.1127

Abstract

Objective: This study aimed to evaluate the effectiveness of the GROW-ME (Goal-Reality-Options-Will-Metacognitive Enhancement) training model in enhancing Japanese language proficiency, motivation, and self-efficacy among prospective Tokutei Ginou program participants, compared to traditional instruction methods. A quasi-experimental design with pre-test and post-test control groups was employed over 12 weeks. Fifty participants were randomly assigned to experimental (n=25) and control (n=25) groups. The experimental group achieved significantly higher Japanese proficiency scores (258.4±32.1) compared to controls (189.6±28.7; p<0.001, Cohen's d=2.31). All skill components showed significant improvements: listening (68.2 vs 52.8), reading (65.8 vs 48.1), grammar (62.4 vs 45.2), and vocabulary (62.0 vs 43.5), all p<0.001. Motivation increased from 5.2 to 6.1 in the experimental group versus 5.1 to 5.3 in controls (p=0.001). Self-efficacy improved substantially from 4.1 to 5.8 versus 4.0 to 4.4 (p<0.001). Growth curve modeling revealed 9.4 points per week improvement in the experimental group compared to 3.9 points per week in controls. JLPT N4 achievement rates were 84% versus 32% respectively.This study is the first to demonstrate the effectiveness of an integrated coaching-based model (GROW-ME) combining metacognitive enhancement and cultural competency training for Japanese language acquisition in the Tokutei Ginou context. With extraordinarily large effect sizes (Cohen's d>2.0) rarely observed in educational research, the findings establish that structured metacognitive development alongside language instruction produces superior outcomes compared to traditional methods. The model demonstrates a dual impact on both cognitive domains (language proficiency) and affective domains (motivation, self-efficacy), coupled with exceptional JLPT N4 achievement rates. This represents a paradigm shift in preparing foreign workers for Japanese employment contexts.
Implementation of the Auditory Intellectually Repetition Method in BIPA Listening Learning with Tourism Content in Indonesia and Timor Leste at ESTVC. MM Lauala Anita Naga , Yohana; Sulistiany Idris, Nuny; Whilky Rizkyanfi, Mochamad
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.v7i1.1128

Abstract

Objective: To analyze the implementation and effectiveness of the Auditory Intellectual Repetition (AIR) method, integrated with tourism content from Indonesia and Timor-Leste, in improving Indonesian language proficiency among foreign language learners. Methods: A mixed-methods approach, combining classroom observations, pre-posttests, and semi-structured interviews, was employed with 30 BIPA learners at ESCTV.MM. Lauala-Gleno over a 12-week period. Results:The results indicated significant improvement in students' Indonesian language proficiency across all four language skills, with the most notable improvements in listening comprehension (M = 18.4, SD = 3.2) and speaking ability (M = 16.7, SD = 2.8), p < 0.001. Novelty: The AIR method with tourism content effectively enhances BIPA learning outcomes by providing culturally relevant and contextually meaningful materials that facilitate language acquisition through systematic auditory processing, intellectual engagement, and strategic repetition, offering a novel pedagogical approach for Indonesian language learning in Timor-Leste.
Integration of Adaptive AI Conversational Models in Bipa Learning: Design, Implementation, and Effectiveness Evaluation De Fatima , Jose Manuel; Sulistiany Idris, Nuny; Latifah, Diah
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.v7i1.1129

Abstract

Objective: This study aims to evaluate the efficacy of integrating adaptive conversational AI models in enhancing language proficiency—specifically speaking and listening skills and learning motivation among BIPA (Indonesian for Foreign Speakers) learners. Methods: A quasi-experimental design was employed involving 30 BIPA learners at ESGC São João de Brito, Liquica, Timor-Leste. Participants were divided into an experimental group utilizing an adaptive conversational AI model and a control group following conventional teaching methods. Data collection encompassed language proficiency tests (speaking and listening), questionnaires to gauge learning motivation, and direct classroom observation. Results: The findings revealed significant improvements in the experimental group's speaking and listening abilities compared to the control group. Furthermore, learners using AI exhibited higher motivation levels, engaged in more active classroom interactions, and held positive perceptions of the AI-based approach, whereas the control group did not demonstrate comparable gains. Novelty: This research underscores the distinct potential of adaptive conversational AI not only for improving oral communication but also for fostering intercultural competence among BIPA learners. It offers valuable insights for designing innovative, responsive, and learner-centered teaching strategies within technology-integrated BIPA curricula.
Development of Nature-Themed Language Literacy Teaching Materials to Enhance Language Skills and Environmental Awareness of Elementary School Students Hanifah, Ifah; Isroyati, Isroyati; Thi Thuy Trang, Ton
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.v6i6.1134

Abstract

The objective of this study is to develop and test the effectiveness of nature-themed language literacy teaching materials that are relevant, engaging, and able to foster environmental awareness among elementary school students. The method used is the Research and Development (R&D) model proposed by Jolly and Bolitho, involving 30 fifth-grade students and teachers at SDN 1 Bungurberes, Kuningan. Data were collected through questionnaires, interviews, expert validation, and pretest–posttest instruments. The results show that 83% of students prefer nature-themed readings and that teachers need contextual materials supported by illustrations and character-building content. Expert validation indicates a high feasibility level of 88.5%, while the effectiveness test shows a significant increase in students’ literacy scores from 64.3 to 81.7, with 89% student satisfaction. Furthermore, the module effectively enhances ecological awareness, with 85.5% of students demonstrating positive attitudes toward environmental care. The novelty of this study lies in integrating literacy skill development with ecological character education through contextual, nature-based materials that reflect students’ real-life experiences. These findings confirm that the materials developed are valid, practical, and effective in improving literacy skills and fostering environmental awareness of elementary school students.
The Influence of the Blended Learning Model on Fifth-Grade Students’ Motivation in Physical Education at SD Aisyiyah Sukabumi Lau, Bachtiar; Sauri, Sopian; Saleh, Muhammad; Nugraheni, Wening; Tuti Lestari, Ade
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.v6i6.1146

Abstract

Objective :This study aims to examine the effect of the blended learning model on learning motivation in physical education for fifth-grade students at SD Aisyiyah, Sukabumi. Method: The research employed a quantitative pre-experimental design using a One-Group Pretest-Posttest Design. The population consisted of all fifth-grade students, and a sample of 21 students was selected using cluster random sampling within a probability sampling framework. The data were analyzed using descriptive statistics and a paired-sample t-test. The collected data were analyzed using descriptive statistics and a paired sample t-test. Results: The analysis demonstrated an increase in student learning motivation after the implementation of blended learning. The pretest produced a mean score of 27.04 (SD=9.255), while the posttest mean score increased to 38.00 (SD=3.619). The paired-sample t-test yielded a significance value of 0.000 (<0.05), that the blended learning model had a significant effect on students’ learning motivation. Novelty: This study contributes to the existing literature on blended learning by emphasizing its effectiveness in enhancing motivation in physical education, an area that often receives less attention compared to academic subjects. The findings offer empirical evidence that blended learning can be a valuable approach in elementary school to promote students’ engagement and motivation in physical activity learning.
Technology Integration and Process Approach to Learning to Write Scientific Papers Eliastuti, Maguna; Purwanto, Andri; Fidinillah, Mildan Arsdan; Herlina, Ninin; Karyati, Zetty; Irwansyah, Nur; Rabi Hamsah Tis'ah, J. Anhar; Ningsih, Retna
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.v6i6.1159

Abstract

Objective: Academic writing proficiency is fundamental for students, yet many faces significant challenges. This study synthesizes evidence on the effectiveness of technology integration, particularly AI, with the process approach in academic writing instruction. Method: Using systematic literature review following PRISMA guidelines, searches across eight databases yielded 85 articles (2010-2025) with inter-rater reliability Cohen's Kappa 0.78. Analysis employed thematic analysis using TPACK framework and SAMR model. Results: Reveal a significant research gap with only 9.4% of articles specifically integrating technology with process approach. Synthesis of 32 quantitative studies shows 87.5% report improved writing quality with medium-large effect sizes (d=0.45-1.20), particularly in language-grammar (93.3%), citation-referencing (100%), and structure-organization (89.3%). Affective aspects increased consistently: motivation (91.7%), self-efficacy (94.7%), and positive attitudes (95.2%). AI tools (25.9%) demonstrate high versatility supporting all writing process stages. Challenges include limited internet access (44.7%), lack of teacher training (49.4%), and infrastructure support (42.4%). Novelty: Includes integrated framework synthesizing multiple theories, evidence-based taxonomy of technologies for process writing stages, and contextualized analysis for Indonesia. Best practices emphasize purposeful integration, scaffolded implementation, critical engagement, and formative assessment.
Innovation Agility and Its Role in Advancing Educational Outcomes: Systematic Review of Future Research Directions Hariyanto, Hariyanto; Rahayu, Agus; Hadi Senen, Samsul; Adi Wibowo, Lili
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.v6i6.1166

Abstract

This systematic bibliometric review examines the relationship between innovation agility and institutional performance in the field of education. In the context of globalization and rapidly evolving learning demands, educational institutions must adapt and innovate to remain relevant and effective. Using the Scopus database, this study analyzes research publication and citation trends from 1998 to 2025. The findings reveal a growing scholarly interest, particularly since 2019, with 45 articles published in 2024 alone. Recent studies emphasize themes such as digital transformation, agile learning environments, and the integration of technology in educational management. However, gaps remain regarding the role of information technology capabilities in shaping innovation-driven educational outcomes. This review highlights the critical importance of fostering innovation agility within education systems to enhance institutional performance, teaching effectiveness, and student learning outcomes. Future research directions should explore how innovation and agility interact with external factors such as policy, technology adoption, and global educational trends. Understanding these dynamics will equip educators and policymakers to navigate challenges and promote sustainable educational excellence.

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