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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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Evaluation of a Hybrid TOEFL Preparation Course Program for Nursing Students Using the CIPP Model Nashir, Muhammad; Padmadewi, Ni Nyoman; Lokita Purnamika Utami, IGA.
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.v7i1.1039

Abstract

Objective: To enhance nurses' global competitiveness, this study evaluates a hybrid TOEFL preparation program for nursing students at STIKES Banyuwangi. Using the Context, Input, Process, Product (CIPP) model, the evaluation assesses program components to identify effectiveness, relevance, and areas for improvement. Method: This study employed a mixed-methods approach involving 86 nursing students and four academic staff. Data were collected through questionnaires, semi-structured interviews, and documentation and then analysed using descriptive statistics and thematic analysis. Results: The program significantly improved students’ average TOEFL scores, particularly in reading and listening. Context evaluation confirmed the program's relevance and students' appreciation of the hybrid format's flexibility. However, input analysis revealed a lack of nursing-specific content, and process evaluation showed inconsistent online engagement and inadequate feedback. Despite these issues, the program prepared most students to achieve their academic and professional goals. Novelty:This study addresses a crucial research gap by evaluating a hybrid TOEFL preparation program for nursing students. Unlike previous research that focused on English language learners in general and used an offline format, this study offers unique insights into the needs, motivations, and challenges of nursing students in a hybrid model. Furthermore, the comprehensive CIPP model provides a holistic and in-depth evaluation of all program stages. The model explicitly articulates how context evaluation validates program relevance, while Input and Process analyses accurately pinpoint weaknesses, such as a lack of nursing-specific content and inadequate online feedback. Product evaluation quantitatively links these deficiencies to learning outcomes, providing a clear roadmap for targeted, evidence-based program improvement.
The Paradox of Empathic Communication in Islamic Education (A Quantitative Analysis of Teacher–Student Interaction and Motivation in the Qur’an Memorization Program) Husan, Ali; Yulianita, Neni; Zakiah, Kiki; Suriani Binti Othman, Siti
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.v7i1.1055

Abstract

Objective: The relationship between empathetic communication by teachers and student learning motivation requires empirical verification in the context of traditional Islamic education, particularly in Qur'an memorization programs that emphasize an authoritative approach. This study addresses the knowledge gap regarding the motivational dynamics in Qur'an memorization learning, which has not been comprehensively documented. Methods: The study employed a cross-sectional survey design involving 83 students aged 15–18 years from four tahfidz institutions in the city and regency of Bandung through purposive sampling. Result: Empathetic communication was measured using the Dyadic Interpersonal Communication Scale (α = 0.916), while motivation was assessed using the Quranic Memorization Motivation Scale, which includes intrinsic (α = 0.843) and extrinsic (α = 0.811) dimensions. Hierarchical multiple regression analysis was conducted with demographic variables controlled according to Self-Determination Theory. The data indicate that empathetic communication predicts intrinsic motivation (β = -0.261, p = 0.015) and extrinsic motivation (β = -0.469, p < 0.001). The final regression models explained 35.8% of the variance in intrinsic motivation and 51.9% in extrinsic motivation; however, these R2 values reflect the combined contribution of empathetic communication and the controlled demographic variables (age, and memorization completion) with empathetic communication demonstrating a significant incremental effect beyond the controls. Novelty: These findings differ from Western educational theories, which predict a positive relationship, indicating that cultural context mediates the empathy-motivation relationship in traditional Islamic education. The study confirms the importance of adapting pedagogical approaches that consider local cultural values to optimize learning motivation in tahfidz programs.
Authentic Sociology Learning Design: A Social Constructivism Approach Through Collaboration with Government Social Programs Budiati, Atik Catur; Indria Liestyasari, Siany Indria; Narendra Parahita, Bagas; Syafutra Siregar, Riadi
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.v7i1.1076

Abstract

Objective: Studying sociology gains real significance when it is linked to real-life situations, creating a challenge for teachers to incorporate society into their sociology lessons. This study seeks to connect sociological content with social programs through collaborative projects. Social programs run by both the public and private sectors can provide an individual with a genuine understanding of social issues. Method: The study employs a qualitative design with a social constructivist approach, emphasizing collaborative learning through interaction, discussion, and sharing of knowledge among students. Data were gathered through interviews and document analysis. The informants consist of sociology teachers, sociology researchers, and coordinators of sociology education programs. Additionally, the study involves informants from organizations responsible for implementing social programs. To integrate sociological material, it is necessary to simplify sociological material to facilitate the process of collaboration, bringing society into sociology classes. Results: The integration of government social programs into high school sociology instruction through a social constructivist approach fosters meaningful, contextual, and in-depth learning. By engaging in real-life experiences, participating in social dialogue, and receiving mentorship from teachers and peers, students not only grasp sociological concepts on a theoretical level but also cultivate empathy, social awareness, and essential 21st-century skills. Novelty: This study emphasizes on integrating government social programs as contextual learning resources through intersectoral collaboration. This approach positions these programs as authentic learning environments enabling students to connect sociological theories with real social conditions, aligning with Vygotsky’s social constructivism and supporting deeper conceptual understanding in sociology learning.
Building Students’ Career Readiness through Work Readiness: An Analysis of the Influence of Academic Indonesian Language Proficiency and Entrepreneurial Literacy from the Perspective of Social Cognitive Theory Puspitoningrum, Encil; Muna Almaududi Ausat, Abu; Aqib Shafiq, Muhammad; Suherlan, Suherlan
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.v7i1.1097

Abstract

Objective: This study aims to examine the influence of academic Indonesian language proficiency and entrepreneurial literacy on students’ career readiness, with work readiness tested as a mediating variable. The study focuses on undergraduate students in Malang City, a recognized educational hub in East Java, where students are actively preparing for their future careers. Method: A quantitative research design was employed using survey data collected from 289 undergraduate students across several universities in Malang. Respondents were selected through purposive sampling, requiring them to have completed at least four semesters. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 to evaluate both direct and mediating effects among the variables. Measurement validity and reliability were confirmed through factor loadings, AVE, Composite Reliability, and Cronbach’s alpha, while structural model significance was tested using bootstrapping. Results: The findings reveal that academic Indonesian language proficiency has a positive and significant effect on career readiness, with work readiness serving as a strong mediator. However, entrepreneurial literacy shows no significant indirect effect on career readiness through work readiness, indicating that entrepreneurial knowledge alone does not sufficiently translate into career preparation without contextual application. Novelty: This study contributes by highlighting the critical role of academic language proficiency often overlooked in employability research as a foundational capability that enhances both work readiness and career readiness, thereby offering new insights for higher education institutions in Indonesia.
CASEL and Good Governance-Based Integrative Japanese Language Learning Model to Build Character in Vocational Training Institution (LPK) Students Jeine Wahani, Yenny; Toda, Akira; Bintang Pratiwi Harahap, Putri
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.v7i1.1125

Abstract

Objective: This quasi-experimental study evaluates the effectiveness of an integrative Japanese language learning model based on CASEL (Collaborative for Academic, Social, and Emotional Learning) and Good Governance principles in enhancing character development of Vocational Training Center (LPK) students, preparing Indonesian workers for global workplace challenges. Employing a pre-test and post-test design, 40 LPK students were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group received Japanese language instruction integrating SEL and Good Governance elements, while the control group underwent conventional learning. A validated instrument measured five CASEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were analyzed using paired t-tests, independent t-tests, ANCOVA, and MANOVA. The experimental group achieved a mean gain score of 25.7 points versus 6.3 points in the control group, demonstrating highly significant differences (t = 8.952, p < 0.001) with a very large effect size (Cohen's d = 2.83). MANOVA revealed significant improvements across all CASEL dimensions, with self-management showing the greatest enhancement (F = 22.73, p < 0.001, η² = 0.374). The intervention proved four times more effective than conventional methods (improvement ratio 4.1:1), with 70% of experimental participants achieving high improvement levels compared to only 5% in the control group.This study provides the first empirical evidence integrating CASEL and Good Governance within Japanese language learning in Indonesian vocational settings. Unlike previous research treating language and character development separately, this investigation establishes a holistic model leveraging culturally rich Japanese content as an authentic medium for character value internalization, directly addressing workforce development needs for workers combining linguistic competence with strong ethical foundations required in global workplaces.
Integrating Sakubun Writing Instruction with Character Education: A Case Study in Japanese Language Pedagogy Runtuwarouw, Jourike; Bintang Pratiwi Harahap, Putri; Sambe, Nozomi
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.v7i1.1131

Abstract

Objective: This study investigates the integration of sakubun writing instruction with character education in Japanese language pedagogy at Manado State University, exploring implementation strategies and student responses to this integrated approach. A qualitative descriptive design was employed with 30 fifth-semester students as participants. Data were collected through classroom observations (12 sessions), semi-structured interviews (15 students), and document analysis of sakubun compositions. Thematic analysis was used to identify patterns in integration practices and student perceptions. Findings reveal three primary integration strategies: thematic writing assignments incorporating moral values, reflective journal activities, and collaborative peer feedback emphasizing respectful communication. Students demonstrated enhanced awareness of character values such as honesty, responsibility, and empathy while developing their Japanese writing proficiency. Students reported increased motivation and meaningful engagement in writing tasks. Key challenges included time constraints and difficulty in assessing character development alongside linguistic competence. This study provides empirical evidence of character education integration within Japanese writing pedagogy, an underexplored area in foreign language education research. It offers a practical framework for language educators seeking to implement values-based instruction while maintaining focus on linguistic objectives, contributing to holistic approaches in second language writing instruction.
Development of an Augmented Reality-Based History Learning Model to Improve Historical Literacy Among Secondary School Students Kurniawan, Rudi; Haminangan, Ryan; Avin Maulana, M.; Gunawan Romadon, Haris
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.v7i1.1148

Abstract

Objective: This study aimed to develop a pedagogically validated Augmented Reality (AR)-based history learning model to enhance secondary school students' historical literacy, motivation, and engagement. This study addresses the pressing issue of low historical literacy, often exacerbated by conventional teaching methods perceived as monotonous and irrelevant. Method: This study employed a tailored Research and Development (R&D) approach adapted from the Borg and Gall model, encompassing three main phases: needs identification, development, and evaluation. Comprehensive data were collected from 30 students, teachers, and experts through surveys, interviews, observations, and historical literacy tests (pre- and post-tests). Results: The developed AR prototype successfully integrated 3D visualizations, interactive narratives, and gamified quizzes to create an immersive learning experience. The model's implementation yielded substantial improvement: the students’ average historical literacy score increased significantly by 22.4% (from 55.0% to 77.4%); furthermore, the model demonstrated high user acceptance, with a student satisfaction rate of 84%. Expert validation further affirmed the model’s pedagogical soundness, content accuracy, and curriculum alignment. Novelty: This study introduces an integrated AR framework explicitly designed for Indonesian history education, effectively transforming traditional instruction into an interactive and contextual experience. This approach supports Sustainable Development Goal 4 (SDG 4) objectives by promoting innovative and equitable access to quality education.
Mapping Global Research Trends on Differentiated Instruction: A Bibliometric Analysis of Two Decades of Scholarship Andriani, Yulia; Firmansyah, Firmansyah; Novianto, Anwar; Muhamad Firdaus, Fery; Wuryandani, Wuri; Rahmiati, Filda
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.v7i1.1162

Abstract

Objective: This study aims to map the evolution, influence, and thematic structure of global research on Differentiated Instruction (DI) published between 2005 and 2025. It examines the field’s developmental trajectory, key contributors, and emerging research directions that reflect the growing emphasis on inclusive and adaptive education. Methods: A bibliometric approach was conducted using 743 documents indexed in the Web of Science Core Collection. Analyses were performed with RStudio and VOSviewer to assess publication growth, citation patterns, co-authorship networks, and keyword co-occurrences. The study also identified thematic clusters and trend topics to trace the conceptual and methodological development of DI scholarship over two decades. Results: The findings indicate an annual growth rate of 11.77%, demonstrating that DI has developed into a dynamic and interdisciplinary research domain. The United States, Germany, and China emerged as the most influential contributors, while Teaching and Teacher Education and the International Journal of Inclusive Education were identified as leading journals. Four dominant research clusters were revealed: inclusive education, teacher professional development, technology integration, and student achievement. Novelty: This study provides the first comprehensive bibliometric mapping of DI research spanning 20 years, highlighting the shift from traditional differentiation toward digitally adaptive and equity-oriented pedagogies. The findings offer an evidence-based overview that supports the advancement of 21st-century inclusive teaching.
Mapping Electronic Module MBKM in Indonesia: A Bibliometric Analysis Holisoh, Ade; Pahamzah, John; Hidayat, Sholeh
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.v7i1.1169

Abstract

This study aims to map and analyze research trends related to the MBKM (Merdeka Belajar Kampus Merdeka) E-Module in higher education by identifying publication growth, dominant themes, and research clusters during the 2020–2025 period. This research employs a qualitative descriptive approach using bibliometric analysis. Bibliographic data were collected from Google Scholar through the Publish or Perish (PoP) software using the keywords E-module, MBKM, and university. A total of 236 document metadata records published between 2020 and 2025 were obtained and stored in RIS format. The data were then analyzed using VOSviewer to generate network, overlay, and density visualizations to identify research patterns, keyword relationships, and publication trends. The findings indicate a fluctuating yet increasing trend in MBKM E-Module research, with a significant rise in publications between 2022 and 2024. The most frequently discussed topics include digital learning media, independent curriculum development, project-based learning, digital teaching materials, and student competency development. Network visualization reveals 13 distinct research clusters, demonstrating diverse research themes with strong interconnections among curriculum innovation, digital learning, and experiential learning approaches. Overlay and density visualizations show that recent studies focus increasingly on applied learning models and competency-based education. This study presents a comprehensive and longitudinal bibliometric mapping of MBKM E-Module research by systematically integrating e-module studies with the Merdeka Belajar–Kampus Merdeka (MBKM) policy in higher education. By analyzing publications from 2020 to 2025, this research reveals the intellectual structure, dominant themes, thematic evolution, and emerging research gaps within policy-driven digital learning. The findings offer novel insights into the development of MBKM-based digital learning scholarship and provide a robust reference for future empirical research, curriculum innovation, and evidence-based policy formulation in higher education.
Implementation of Interactive E-Books in Fostering Personal Safety in Early Childhood Education Maulani, Aulia Syakinah; Kurnia Jayadinata, Asep; Ardiyanti, Dhea
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.v7i1.1178

Abstract

Objective: The purpose of this study is to determine the implementation and response to the use of interactive E-Books in early childhood self-safety learning. Personal safety education plays a crucial role in shaping children's attitudes and behaviors, enabling them to maintain their own safety and that of others. However, most PAUD institutions still do not have a structured concept of personal safety learning, so effective and interesting learning media for children are needed. Method: This study used a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving early childhood educators and experts in learning activities using Interactive E-Books in Fostering Personal Safety in Early Childhood Education. Results: The results of the study show that this E-Book has a positive effect on increasing children's understanding of the concept of personal safety. Children show high enthusiasm, actively participate, and can understand safe actions in risky situations such as fires, earthquakes, or meeting strangers. Teachers consider that this media is interesting, communicative, and in accordance with the characteristics of children because it presents concrete, interactive, and fun learning. Novelty: This research strengthens the application of Bandura's Social Learning theory and Mayer's Multimedia Learning theory in the context of digital-based early childhood education. The integration of visual, audio, and character elements as behavioral models not only results in theoretical contributions regarding the effectiveness of interactive media but also makes practical contributions to the development of learning that is in accordance with the child's developmental needs. This innovation is in line with the Sustainable Development Goals (SDGs) points 3, 4, and 16, especially in supporting children's health and safety, providing quality education, and strengthening a safe and character-oriented learning environment.

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