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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 558 Documents
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Optimization of Tangerang Regency Mangrove Park as A Learning Resource for the Community
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.v7i3.1318

Abstract

Objective: The Tangerang Regency Mangrove Park is a tourist attraction that offers numerous educational benefits to the community; however, the community has not been able to fully capitalize on these educational opportunities because visitors primarily engage in activities such as taking photos. Method: This study uses a quantitative approach, analyzing data using percentages, a Likert scale, and the 4A tourism object criteria (attractions, accessibility, facilities, and additional services). The data analysis techniques used were simple linear regression and a coefficient of determination summary model. Results: The results of the simple linear regression test indicate that the attractiveness of the mangrove park as a learning source (X) has a positive effect on tourist satisfaction (Y). The regression equation Y = 61.78 + 0.213X shows that when the attractiveness of the mangrove park as a learning resource increases by one unit, tourist satisfaction increases by 0.213 units, assuming all other variables remain constant. The coefficient of determination of 0.927 or 92.7% indicates that the variation in tourist satisfaction can be explained by the attractiveness of the mangrove park as a learning resource. Novelty: This research fills a crucial gap in mangrove ecotourism-based geography pedagogy, where existing studies have not integrated the 4A framework (attractions, accessibility, facilities, amenities) equivalent to the learning resource optimization model of messages, people, media, tools, techniques, and settings, through place-based education design in Tangerang Mangrove Park especially iconic landmarks such as I Love Mangrove, the circular bridge, and the bird's nest through a cycle of experience: observation, reflection, conceptualization, and application. This approach has not been explored.
The Effect of Differentiated Learning Approaches on Student Engagement and Self-Confidence in Social Studies Instruction among Elementary Teacher Education Students at Universitas Pahlawan Tuanku Tambusai
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.v7i3.1319

Abstract

Objective: This study aims to examine the effect of differentiated learning on the learning engagement and self-confidence of students enrolled in the Elementary Teacher Education Program (PGSD). Specifically, the study focuses on how differentiated instruction facilitates active participation, supports the development of interpersonal skills, and enhances the professional competencies of pre-service teachers. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 60 PGSD students, who were divided into an experimental group receiving differentiated learning instruction and a control group receiving conventional instruction. Data were collected through questionnaires measuring learning engagement and self-confidence. The data were analyzed using independent samples t-tests and Multivariate Analysis of Variance (MANOVA) to determine the effect of the instructional treatment on both dependent variables. Research Findings: The results indicate that the experimental group demonstrated a statistically significant improvement in both learning engagement and self-confidence compared to the control group. Learning engagement showed a substantial increase from pretest to posttest scores, as did self-confidence. These findings confirm the effectiveness of differentiated learning strategies in fostering student involvement, active participation, and confidence within the learning process. Novelty: This study highlights that differentiated learning is effective in higher education, particularly in Elementary Teacher Education programs. The findings show that differentiated instruction enhances social analysis skills, including identifying classroom diversity, analyzing student interactions, and proposing pedagogical solutions, while also fostering creativity and critical thinking to support the professional competence of pre-service teachers.
The Influence of the RME Learning Model on Mathematical Problem Solving and Communication Skills in Mathematics Learning in Students of SMP 1 Bangkinang City
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.v7i3.1320

Abstract

Objective: This study aims to examine the effect of implementing the Realistic Mathematics Education (RME) learning model on students’ mathematical problem-solving skills and mathematical communication abilities at SMP Negeri 1 Bangkinang Kota. The study emphasizes how context-based learning grounded in real-life situations can enhance students’ conceptual understanding, higher-order thinking skills, and their ability to communicate mathematical ideas systematically and effectively. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The research sample consisted of 40 eighth-grade students of SMP Negeri 1 Bangkinang Kota, divided into two groups: an experimental group (20 students) taught using the RME model and a control group (20 students) taught using conventional mathematics instruction. Data were collected through a mathematical problem-solving test and a rubric-based assessment of mathematical communication skills. Data analysis was conducted using descriptive statistics and inferential statistics, specifically an independent samples t-test, after fulfilling the assumptions of normality and homogeneity. Research Findings: The results indicate a significant difference between the experimental and control groups in terms of mathematical problem-solving skills and mathematical communication abilities. The posttest scores of students in the experimental group were significantly higher than those of the control group. These findings demonstrate that the implementation of the RME model is effective in improving students’ mathematical problem-solving and communication skills. Novelty: This study clarifies the novelty of RME by explaining the classroom mechanism that integrates contextual problem exploration, group discussion, and student presentations. Through these processes, students simultaneously develop mathematical communication and problem-solving skills within collaborative and reflective learning activities.
Development of Contextual Teaching and Learning System (CTL) in Improving the Skills of Internal Auditor Candidates: A Bibliometric Analysis Based on Scopus, Web of Science, and Dimensions
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.v7i3.1323

Abstract

This study examines the trends of publications, authors, and main topics related to contextual learning in improving the skills of prospective internal auditors through bibliometric analysis. Using data from Scopus, Web of Science, and Dimensions, this study analyzed the literature with VOSviewer and Bibliometrix. The results show a significant increase in research on contextual learning since 2018, with the largest contribution from the United States, the United Kingdom, and Australia, as well as an increase from Indonesia. Dominant keywords such as teaching, learning, and skills underscore the importance of integrating theory and practice in auditor education. The co-citation analysis identified seminal works such as Liu Y. (2018) and Bretag T. (2019). The study recommends further development in the use of advanced technologies such as virtual simulations and AI to improve the skills of aspiring auditors as well as collaboration between education and industry.
Distributed Leadership and Teacher Turnover Intention: The Mediating Roles of Teacher Efficacy and Work Engagement and the Moderating Role of Interpersonal Trust
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.v7i3.1338

Abstract

Objective: Teacher turnover intention remains a critical challenge in vocational education, particularly in emerging economies where teacher retention is essential for maintaining instructional quality and sustainable school development. This study examines the effect of distributed leadership on teacher turnoverintention, mediated by teacher efficacy and work engagement and moderated by interpersonaltrust. Method: This study utilized a quantitative explanatory survey design. Data were obtained from 250 teachers in private vocational high schools in Surakarta, Indonesia, using cluster sampling. The proposed mediated–moderated model was assessed using Partial Least Squares Structural Equation Modeling (PLS-SEM) which draws on Conservation of Resources (COR) Theory. Results: The findings demonstrate that distributed leadership has a significant positive effect on teacher efficacy and work engagement. Both variables significantly reduce teacher turnover intention, with work engagement emerging as the strongest predictor. Teacher efficacy also significantly mediates the relationship between distributed leadership and work engagement. Furthermore, interpersonal trust negatively moderates the relationship between distributed leadership and teacher efficacy, indicating a resource saturation effect in high-trust environments. Novelty: Based on Conservation of Resources (COR) Theory, this study offers new theoretical insight by demonstrating that leadership resources do not operate linearly. Using a moderated-mediation model, the findings reveal a resource saturation effect in which high interpersonal trust weakens the marginal impact of distributed leadership on teacher efficacy. This extends leadership research by empirically identifying the boundary conditions of distributed leadership and refining COR Theory within vocational education settings.
Evaluating Hajj and Umrah Guide Certification as a Model of Da‘wah Education for Quality Assurance
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.v7i4.1347

Abstract

Objective: This study evaluates the effectiveness of the Professional Hajj and Umrah Guide Certification Education and Training Program as a quality assurance mechanism for manasik guidance in Indonesia. The research responds to the critical need to ensure that guides possess not only administrative qualifications but also professional, pedagogical, and spiritual competencies amid the increasing complexity of Hajj management. Using a descriptive quantitative approach, data were collected from 374 program alumni through questionnaires, interviews, document analysis, and pre- and post-tests. The study applies a comprehensive evaluation framework integrating the CIPPO (Context, Input, Process, Product, Outcome) model with Kirkpatrick’s four-level evaluation (Reaction, Learning, Behavior, Result). Data analysis employed descriptive statistics, paired sample t-tests, and qualitative triangulation. Results indicate high relevance and effectiveness across all evaluation aspects. A significant improvement in participants’ competencies was confirmed by the paired sample t-test ($t = -16.853$; $p < 0.05$), despite a modest score increase due to rigorous assessment standards. Overall, the program effectively enhances the scientific, spiritual, and professional competence of certified guides and strengthens national quality assurance for Hajj and Umrah guidance services. Novelty: This study establishes a novel approach to Islamic education evaluation by successfully integrating the macro-level CIPPO framework with the micro-level Kirkpatrick model to assess professional da‘wah training. Unlike previous studies that focus purely on the administrative or theological aspects of Hajj, this research offers a new, standardized quality assurance paradigm that redefines Hajj and Umrah certification as a structured, measurable model of professional da‘wah education.
Academic Talent Management of High-Achieving Students in Competition-Based Nonformal Education: Integrating Higher Order Thinking Skills and Deep Learning (A Case Study of Olimnus)
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.v7i3.1360

Abstract

Objective: Incidental, outcome-oriented coaching practices have often shaped the development of high-achieving students without fully supporting sustainable academic talent management. This study aims to analyze academic talent management in nonformal education by integrating educational competitions, higher-order thinking skills (HOTS), and deep learning. Method: This research employed a qualitative case study design conducted at Olimnus, a provider of competition-based nonformal education. Data collection involved document analysis, observations, and in-depth interviews with administrators and high-achieving students. They were systematically analyzed using a thematic analysis approach to identify key patterns and themes. Result: The findings indicate that educational competitions at Olimnus serve not as event-based activities, but as management tools for academic talent development, including planning, identification, development, evaluation, and sustainability. The integration of HOTS in assessment design and academic coaching serves as a core mechanism for developing students’ analytical, evaluative, and reflective thinking skills. Well-planned, HOTS-based talent management practices foster deep learning, as reflected in shifts in students’ learning orientations toward conceptual understanding, critical reflection, and independent learning. Novelty: This study offers a novel contribution by proposing an integrative model of academic talent management in nonformal education that connects educational competitions, HOTS, and deep learning within a sustainable managerial cycle. This contribution extends the understanding of academic talent management beyond formal education settings and offers practical implications for designing systematic, sustainable, competition-based talent development strategies.
The Effect of Transformational Leadership and Interpersonal Communication on Guru Penggerak Work Effectiveness: The Mediating Role of Learning Organization and Work Motivation
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.v7i3.1363

Abstract

Objective: This study aims to examine the direct and indirect effects of transformational leadership and interpersonal communication on the work effectiveness of Guru Penggerak in curriculum implementation, with learning organization and work motivation as mediating variables. Methods: A quantitative survey design was employed involving 116 Guru Penggerak teachers from public elementary schools in Bogor Regency, selected through proportional random sampling. Data were collected using validated questionnaires and analyzed using descriptive statistics, prerequisite tests (normality, homogeneity, and linearity), and path analysis supported by the Sobel test to examine mediation effects. Results: The findings indicate that transformational leadership, interpersonal communication, learning organization, and work motivation have positive and significant direct effects on teacher work effectiveness. Learning organization and work motivation are the strongest predictors. Additionally, both variables significantly mediate the relationship between leadership, communication, and work effectiveness, with indirect effects found to be stronger than direct effects. Novelty: This study offers an integrative causal model that combines leadership, communication, organizational learning, and motivation in explaining teacher work effectiveness. It also highlights the dominant mediating role of learning organization and work motivation, providing a more comprehensive understanding of how leadership and communication influence educational outcomes in the context of curriculum reform.
The Impact of Deep Learning-Based Chatbot Intervention on Students' Cognitive Load and Narrative Writing Literacy in Indonesian Language Learning at SD 030 Bagan Jaya
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.v7i3.1368

Abstract

Objective: This study aims to analyze the effect of a deep learning-based chatbot intervention on narrative writing literacy and cognitive load among elementary school students. Specifically, the study focuses on how the use of the chatbot can enhance student engagement in the writing process, support the development of critical thinking skills, and reduce affective and cognitive barriers during learning. Research Method: This study employed a quasi-experimental design with a Pretest–Posttest Control Group approach. The sample consisted of 40 fourth-grade students from SD 030 Bagan Jaya, divided into an experimental group receiving the chatbot intervention and a control group receiving conventional writing instruction. Data were collected through narrative writing literacy tests and a cognitive load assessment rubric. Data analysis was conducted using an independent t-test to determine the effect of the intervention on both research variables. Research Findings: The results indicated that the experimental group experienced a significant improvement in narrative writing literacy and a reduction in cognitive load compared to the control group. The posttest mean scores for writing literacy increased substantially, while the standard deviation decreased, indicating more consistent student performance. The chatbot functioned as a digital tutor providing adaptive scaffolding, real-time feedback, and guidance that facilitated idea generation, text structuring, and revision skills. This intervention also enhanced student motivation and engagement, creating a safe and interactive learning environment. Novelty: This study emphasizes that the use of deep learning-based chatbots is not only relevant for secondary education but also effective at the elementary level. The findings contribute new insights by demonstrating that integrating AI into narrative writing instruction can serve as an innovative pedagogical strategy that simultaneously supports literacy development, critical thinking skills, and student motivation.
Analysis of the Effectiveness of Primary School Administrative Management in Supporting the Learning Process
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.v7i3.1375

Abstract

Administrative management in primary schools is often viewed as a technical support system; however, its effectiveness plays a crucial indirect role in shaping learning conditions. This study aims to reconceptualize administrative management effectiveness by examining the processes through which administrative practices support the learning process in primary schools. Employing a qualitative case study approach, this research was conducted in three public primary schools in South Tapanuli, North Sumatra. Data were collected through observations, in-depth interviews, and documentation, and analyzed using thematic and process-oriented analysis. The findings reveal that administrative effectiveness is not determined solely by formal structures or digital adoption, but emerges through interconnected processes, including the redistribution of teachers’ administrative workload, coordination efficiency, and information accuracy. Principal leadership functions as a mediating mechanism that shapes administrative coordination and work culture, while digitalization operates as a conditional accelerator whose impact depends on human resource readiness. Based on these findings, this study proposes a process-based conceptual model explaining how administrative management indirectly supports classroom learning. This research contributes to the literature by shifting the discussion of school administrative effectiveness from outcome-based evaluation to a process-oriented perspective and offers empirical insights for strengthening administrative governance in primary education.

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