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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 599 Documents
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Investor Behavioral Bias and Mutual Fund Investment Decisions: Implications for Culturally Sensitive Investor Education in Indonesia Yusnita, Rita Tri; Nugraha, Nugraha; Disman, Disman; Sari, Maya; Aminullah, Zakariya Pamuji
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
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.v7i2.1326

Abstract

Objective: This study examines the effect of behavioral bias on mutual fund investment decisions in Indonesia by positioning attitude toward risk as a mediating variable and cultural orientation as a moderating variable, with implications for culturally sensitive investor education. Methods: A quantitative causal–explanatory design was employed using primary data from a survey of 300 individual mutual fund investors selected through purposive sampling. Data were analyzed using Confirmatory Factor Analysis and Hayes PROCESS macro Model 15 in SPSS to test direct, indirect, and moderated relationships among behavioral bias, attitude toward risk, cultural orientation, and investment decisions. Results: Behavioral bias significantly influences investment decisions both directly and indirectly through attitude toward risk. Cultural orientation moderates these relationships by weakening bias-driven effects under stronger cultural orientations, confirming a moderated–mediated model integrating psychological and sociocultural determinants of investment behavior. Novelty: This study offers a novel integrative framework combining behavioral finance and cultural finance perspectives while explicitly linking them to investor education. It highlights how behavioral bias, risk attitude, and cultural orientation should inform the design of culturally sensitive financial literacy and advisory strategies, providing an evidence-based foundation for developing investor education programs that address behavioral and cultural factors in mutual fund decision-making.
The Critical Roles of Collaborative Leadership and Motivation: A Study of Effort in Enhancing Performance at Private Senior High Schools in Manado City Mamahit, Meyke Machrita; M. Momongan, Christy
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
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.v7i2.1339

Abstract

This study aimed to analyze the influence of collaborative leadership style on teachers’ performance at Private Senior High Schools in Manado City, the influence of work motivation on teachers’ performance at Private Senior High Schools in Manado City, and the influence of collaborative leadership style and work motivation as simultaneously on teachers’ performance at Private Senior High Schools in Manado City. The research was conducted at 13 Private Senior High Schools in Manado City. The study utilized a quantitative approach with descriptive survey method and multiple linear regression analysis. Data was collected using a questionnaire, and documents. The sample size was 64 teachers, which were taken using proportionally and randomly from a population of 211 teachers. The findings of the study showed that there was a positive effect of collaborative leadership style on teachers’ performance at Private Senior High Schools in Manado City, there was a positive effect of work motivation on teachers’ performance at Private Senior High Schools in Manado City, and there were the positive effects as simultaneously of collaborative leadership style and work motivation on teachers’ performance at Private Senior High Schools in Manado City. This study emphasized the level of effectiveness and adaptability of collaborative leadership style to the situation, condition, and the needs of school members, especially teachers, in its implementation. The implementation of both collaborative leadership style and work motivation that is suitable for the target and goal will increase the work motivation, both intrinsic and extrinsic. Adaptive and effective collaborative leadership style and high motivation as simultaneously, will give positive effect on improving teacher performance.
Reframing Primary School Management through Glocalization: Integrating Religious Character and Global Citizenship Education Alfi Muhimmah, Hitta; Saadatul Ummah, Fiena; Fakhrudin, Ali; Ikhlasiah Rahman, Delfia; Supriyanto, Supriyanto; Mawaddah, Nurhayati; Syariffanor binti Hisman, Ts.
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
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.v7i2.1350

Abstract

This study reconceptualizes primary school management by advancing glocalization from a pedagogical notion to a structural governance paradigm that integrates religious character formation and global citizenship competence within a coherent system. Using a research and development design based on the ADDIE framework, the study involved systematic needs analysis, expert validation, pilot implementation, and multi-source evaluation through quantitative and qualitative approaches. The developed model achieved very high validity (95%) and strong practicality (90%), indicating both conceptual robustness and contextual feasibility. Empirical implementation produced measurable improvements in students’ religious character (15.3%) and global competence (13.8%), with overall effectiveness ranging from 88% to 90%, demonstrating that integration operates at a systemic rather than symbolic level. Unlike conventional models that treat character education and global competence as fragmented or curriculum-bound elements, this study embeds both within school governance structures, positioning religiosity as the ethical foundation of leadership and global competence as the strategic orientation of institutional practices. By relocating integration from classroom-level intervention to organizational design, the study contributes to the advancement of value-based school governance theory and offers a scalable framework for addressing the persistent tension between local identity and global demands in contemporary education systems.
RADEC-Based Teaching Module Assisted by Media Gallery Walk on Oral Communication Skills: A Development Study Nadiroti Muslihah, Neni; Nuriyanti, Risma; Sukma Nugraha, Widdy
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
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.v7i2.1370

Abstract

Objective: The background of this study is based on the importance of learning that encourages active participation of prospective teachers and oral communication skills in accordance with current curriculum requirements. The RADEC model was chosen because it is able to facilitate a systematic and structured learning process, while the Gallery Walk media was used to increase interaction between prospective teachers and provide space for active presentation of work results. The purpose of this study was to determine the development of teaching modules based on the RADEC learning model assisted by the Gallery Walk media on oral communication skills for prospective elementary school teachers. The design used was the ADDIE model, which was limited to three stages, namely analysis, design, and development. The research data was obtained from the validation of materials and media, as well as from a questionnaire responded to by prospective teachers. The results showed that the teaching module based on the RADEC learning model assisted by the Gallery Walk media obtained an average score of 93.1 from subject matter experts, which is classified as very feasible, and an average score of 90.2 from learning media experts, which is also classified as very feasible. Based on these two scores, the average score was 91.7, which is in the very feasible categoryThese results indicate that the RADEC-based teaching module assisted by Gallery Walk media for prospective elementary school teachers is feasible to be used as a learning resource for introducing various learning models. The novelty of this study lies in the explicit integration of the structured RADEC stages (Read, Answer, Discuss, Explain, Create) with the interactive Gallery Walk activity. Unlike previous interventions that mainly rely on discussions or presentations, this combination systematically develops students’ oral communication skills through progressive learning stages and visual–collaborative interaction. The Gallery Walk component allows students to present ideas, observe peers’ work, and provide feedback, creating a more interactive and reflective learning experience. Thus, this module offers a distinctive pedagogical approach to strengthening prospective teachers’ oral communication skills.
Customer Relationship Management, Customer Trust, and Retention in B2B Logistics: Implications for Vocational Education Prakoso, Budi; Hurriyati, Ratih; Gaffar, Vanessa; Sultan, Adib Mokh; Rahmiati, Filda
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
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.v7i2.1396

Abstract

Objective: This study examines the mediating role of customer trust in the relationship between Customer Relationship Management (CRM) and Customer Retention within Indonesia's B2B logistics sector, specifically PT Pos Indonesia's enterprise segment, and explores implications for vocational education curriculum development in logistics programs. Method: Using a descriptive-verificative design, data were collected from 200 enterprise customers through a validated questionnaire using a 7-point semantic differential scale. CRM was measured by 13 indicators (communication, problem-solving, complaint handling), Customer Trust by 5 indicators (benevolence, integrity, competence), and Customer Retention by 4 indicators (renewal intention, switching resistance). Data analysis utilized PLS-SEM with bootstrapping (5,000 subsamples). CRM indicators were mapped against Indonesian National Qualifications Framework (KKNI) competency standards. Results: CRM significantly enhances Customer Trust (β = 0.880, t = 68.850, p < 0.001) and Customer Retention (β = 0.702, t = 12.030, p < 0.001). Customer Trust positively influences retention (β = 0.245, t = 4.361, p < 0.001) and functions as a partial mediator (β = 0.215, t = 4.440, p < 0.001). The model explains 85.4% of variance in trust and 77.5% in retention. Novelty: This study uniquely bridges industry practice and educational theory by identifying specific CRM competencies, communication quality, collaborative problem-solving, and complaint handling, that should be systematically integrated into vocational education curricula, providing evidence-based recommendations for preparing future logistics professionals.
The Effect of The Baamboozle-Assisted Group Investigation (GI) Learning Model on Elementary School Students' Mathematical Understanding Indriani, Rina; Yusliani, Hany; Nurhadi, Moh
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): 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.v7i4.1116

Abstract

Objective: This research was motivated by the problem of the low mathematical understanding skills in elementary school students. The study aimed to analyze the influence and the effect of implementing the Group Investigation (GI) cooperative learning model assisted by baamboozle media on elementary school students' mathematical understanding abilities of elementary school students, specifically concerning the topic of standard unit volume. Method: The research targeted fourth-grade students at SDN 066 Halimun, Bandung City, as the research population. Class IV D was the experimental group and Class IV A the control, chosen by purposive sampling. A quasi-experimental research method with a nonequivalent control group design was employed. Data were collected through tests, observations, interviews, and documentation. For data analysis, IBM SPSS Statistics 29.0 software was used to conduct normality tests, homogeneity tests, hypothesis tests and and manually calculated effect size tests. Results: Based on the research findings, the mathematical understanding ability profile of students in the experimental group was better than that of the control group, and the experimental group's data was more consistent around the mean. The results of the Mann–Whitney U test showed a significance value (2-tailed) of < 0.001 (p < 0.05), indicating that the Baamboozle-assisted Group Investigation (GI) cooperative learning model had a significant effect on elementary school students' mathematical understanding ability. Furthermore, the effect size test yielded a value of 2.424 (> 0.5), indicating a large effect of the use of the GI learning model and Baamboozle media in improving students' mathematical understanding ability. Novelty: The novelty of this research lies in the strategic integration of the Group Investigation (GI) Cooperative Model with the Baamboozle gamification platform to enhance students' mathematical conceptual understanding.
Digital Reflective Teaching-Based English Teacher Professional Development Management Model to Improve Students' Pedagogical Competence and Critical Literacy Yuliana, Elis; Haryati, Sri; Sukarno, Sukarno; Muhlisin, Ahmad
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): 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.v7i3.1117

Abstract

Objective: The aim of this research is to develop and test a digital reflective teaching-based English teacher professional development management model to improve students' pedagogical competence and critical literacy. Method: The research method uses research and development (R&D) through five stages, namely preliminary study, model design, expert validation, testing at SMP Negeri 13 Magelang, and model revision. Data were obtained through focus group discussions with education experts and practitioners, as well as field experiments using a nonequivalent control group design. Qualitative analysis was performed on the FGD results, while quantitative data were analyzed using ANCOVA and N-Gain tests. Results: The results showed that the developed model included a cycle of competency reflection, performance assessment, self-development plan preparation, learning implementation, digital reflection (teachers, students, peers), and comprehensive evaluation that was repeated to support the improvement of teachers' pedagogical competencies. The implementation model in English subjects at SMP Negeri 13 Magelang has a significant influence on students' critical literacy (sig. 0.000). The average N-Gain score of the experimental class (0.60) was higher than that of the control class (0.38), with the greatest increase in the indicator of focusing on sociopolitical issues. These findings prove that the integration of digital reflective teaching not only strengthens the management of teachers' professional development but also has a positive impact on the quality of learning and the strengthening of students' critical literacy in the era of education 4.0.
Character Education Values in Ki Hajar Dewantara's Praxis Concept among Generation Z Students Supriyanto, Supriyanto; Istiq’faroh, Nurul; Tri Hariastuti, Retno; Gowinda Luh Safitri, Dhian; Alfi Muhimmah, Hitta; Hadi Wibowo, Amiruddin; Windi Lukman Husyaiin, M.; Bin Hashim, Shahrin
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): 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.v7i3.1137

Abstract

This study examines the character education values embedded in Ki Hajar Dewantara’s educational praxis and their relevance to Generation Z students in higher education in the digital era. A mixed-methods approach with a sequential exploratory design was employed. Qualitative data were collected through in-depth interviews with students and lecturers from six study programs in the Faculty of Education, while quantitative data were obtained through questionnaires distributed to Generation Z students. Qualitative data were analyzed using NVivo through thematic coding, and quantitative data were analyzed using descriptive statistics. The findings reveal that Generation Z students internalize key character values, including leadership, discipline, social awareness, mutual cooperation, and the Trikon principles of continuity, convergence, and concentricity. Quantitative results show that 51.1% of respondents identified Ing Ngarso Sung Tulodo as the most influential value, 44.1% perceived lecturer discipline as the strongest form of role modelling, and 38% regarded collaborative group work as the primary contributor to character development. The findings indicate that lecturer exemplarity, collaborative learning environments, and the integration of local cultural values play significant roles in strengthening student character. This study contributes empirical evidence on the continued relevance of Ki Hajar Dewantara’s indigenous educational philosophy and demonstrates that character internalization among Generation Z is shaped by the interaction of role modelling, collaborative learning, cultural identity, and contextual educational experiences.
Developing a Local Culture-Based Character Design Module Using the ADDIE Model Wardaya, Marina; Megawati , Shienny
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): 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.v7i3.1161

Abstract

The integration of local cultural values into visual design remains a challenge for many Indonesian creators, despite the growing global influence of comics, games, and animation. This gap highlights the need for structured educational resources that guide students in embedding cultural identity within contemporary visual narratives. The purpose of this study is to develop a local culture-based character design module that supports design education and creative industry practices. The method used in this study is the ADDIE instructional design model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through literature studies on cultural identity, visual semiotics, and mythology, complemented by in-depth interviews with local creators and design educators. The module was designed to balance aesthetic appeal with the representation of cultural values and symbolic meaning. The results of this study are a prototype module that integrates local cultural narratives and visual semiotic principles into character design processes. The prototype was validated through expert feedback and limited trials with design students, which demonstrated that the module is both pedagogically relevant and adaptable to diverse media contexts. The conclusion of this study is that the integration of cultural identity into design education through a structured module can enhance students’ creative sensitivity and cultural awareness, enabling them to create character designs that are not only visually appealing but also contextually meaningful and globally competitive.
Harnessing AI-assisted Writing in Educational Institutions: A Systematic Literature Review Sudirman, Anselmus; Kristanto, TMA; Vitalya Gemilang, Adria; Rais, Burhanudin
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): 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.v7i3.1172

Abstract

Objective: This review aims to explore AI-assisted writing tools that can meet diverse learning needs and improve student writing performance in educational settings. It also examines the strategies teachers utilize to effectively integrate these tools into academic environments, ensuring student engagement and maintaining academic standards within educational institutions. Method: The analysis utilized the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which involved a systematic synthesis of findings from 22 selected articles gathered from a total of 1500 scholarly sources published in journals indexed by Scopus and Web of Science (2020-2025). These sources were accessed through various databases, including Web of Science, Scopus, PubMed, ScienceDirect, SpringerLink, Tandfonline, and IEEE Explore. Results: The findings indicate that AI writing tools enhance grammatical accuracy, structural clarity, and syntactic sophistication, providing timely and thorough feedback that complements traditional teaching methods. They play an essential role in fostering creativity and engagement by facilitating brainstorming and the structuring of ideas. The ethical use of AI and its effects on academic integrity were recognized as crucial considerations for teachers. The implications highlight the necessity of developing integrated feedback models that combine AI and human input, establishing clear ethical standards, and improving critical AI literacy among students. Novelty: The study highlights the transformative possibilities of AI-assisted writing tools in education, promoting their deliberate incorporation to improve conventional teaching methods and enhance students' learning experiences. This review offers an entirely new viewpoint through its thorough examination of AI integration in different educational environments, delivering detailed insights that inform future teaching methods and promote a well-rounded view of technology-enhanced learning.

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