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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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An Integrated Human-Centered Framework as a Pedagogical Approach in Design Education
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.v7i3.1418

Abstract

Objective: This study examined how an integrated human-centered pedagogical framework shapes students’ learning experiences in design education, with particular attention paid to the interaction between affective engagement, reflective interpretation, and meaning-making. This research responds to the growing need for design education approaches that move beyond a primary focus on technical skills toward more holistic and interpretive learning processes. Method: A qualitative approach was employed, involving 60 students enrolled in the Commercial and Service Design course within the Visual Communication Design program at Universitas Ciputra. Learning activities were implemented through project-based tasks grounded in human-centered design principles. Data were collected from students’ reflective writing and documentation of their design processes throughout the course. Interpretive thematic analysis was conducted to identify patterns related to affective engagement, reflective interpretation, and meaning-making within students’ learning experiences. Results: The findings indicated that students experienced the learning process as an integrated interaction between emotional engagement, reflection, and contextual interpretation. Emotional responses, such as curiosity, uncertainty, and empathy, encouraged deeper involvement in the design process and stimulated reflective thinking. Through reflection, students articulated the reasoning behind their design decisions and connected contextual understanding with visual problem-solving. Students also demonstrated a shift in perspective, increasingly recognizing visual communication as a contextual and meaning-oriented practice rather than as a purely aesthetic activity. Novelty: Although this study does not propose a new pedagogical model, it provides empirical evidence explaining how affective engagement, reflection, and meaning-making interact within human-centered design learning environments to support experiential and interpretive learning in design education.
Understanding EFL Students’ Cognitive and Linguistic Challenges and Their Coping Strategies in Thesis Proposal Writing
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.v7i3.1423

Abstract

Objective: This study aimed to identify the cognitive and linguistic challenges EFL undergraduate students face in writing thesis proposals and to explore the coping strategies they employ. Method: A mixed-methods approach with a dominant descriptive quantitative design was utilized. Data were collected from 32 EFL students via a Likert-scale questionnaire and semi-structured interviews with five purposively selected students based on their proposal stages (pre- or post-seminar). Quantitative data were analyzed using descriptive statistics (percentages), and qualitative data were analyzed through content analysis. Results: The findings revealed cognitive challenges in topic selection (37.5% neutral), literature review (50.1% struggled to find sources), and research methodology (53.1% faced difficulties). Linguistic difficulties included grammar accuracy (56.3% struggled), vocabulary choice (46.9% found challenging), and coherence (56.3% neutral on logical flow). Coping strategies included peer discussions (59.4% effective), supervisor consultations (68.8% helpful), extensive reading (62.5% useful), and time management (50% planned effectively). A significant portion of neutral responses (up to 56.3%) indicated uncertainty in self-assessment. Novelty: This research highlights neutral responses as indicators of cognitive hesitation, offering insights through mixed-methods integration. It recommends structured academic support, such as methodological workshops and language training, to improve thesis proposal writing in Indonesian higher education.
Mapping Research Trends on Communication Skills in Digital Learning in Higher Education: A Bibliometric Analysis
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.v7i3.1424

Abstract

Objective: The present research aims to map the development and intellectual structure of research on communication skills in digital learning in higher education. The Scopus database was the primary source of data, with 277 publications analyzed using the Biblioshiny interface of the Bibliometrix package in R and VOSviewer to visualize bibliometric networks. Method: The analysis covered publication productivity, the most relevant and influential sources, documents with the highest global citations, keyword frequency, topic trends, and cluster mapping through network and overlay visualization. Results: The results show a significant increase in publications since 2020, with contributions predominantly from the fields of education and health education. Keywords such as online learning, communication skills, and higher education emerged as the main nodes in the research network structure. Cluster visualization indicates a close relationship between interpersonal communication, digital learning technologies, and interactive pedagogical approaches. Temporal analysis reveals a shift in focus from emergency learning responses to strengthening the quality and efficacy of communication within the digital learning ecosystem. Novelty: These findings emphasize the importance of developing more systematic conceptual models and evaluation instruments for communication skills in digital higher education.
The Impact of AI-Based SMART Pancasila Learning Media on Students' Understanding of Pancasila Values
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.v7i3.1426

Abstract

Objective: This study aims to design, develop, and evaluate the validity, practicality, and effectiveness of an AI-powered interactive platform, SMART (Integrated Responsive Active Media System) Pancasila, specifically engineered to enhance the comprehension of national values among fifth-grade elementary students. Method: Employing a quantitative approach with a quasi-experimental pre-test–post-test control group design, the research involved 60 students from SDN Jabungan and SDN Jeketro. Data collection utilized expert validation sheets, user feedback questionnaires (from teachers and students), and cognitive assessment tests, which were subsequently analyzed using independent sample t-tests and N-Gain scores. Results: The findings indicate that SMART Pancasila is highly feasible, achieving an average expert validation score of 3.78 and exceptional practicality ratings from teachers (3.90) and students (3.75). Regarding effectiveness, a significant improvement in student understanding was observed, evidenced by a high-category N-Gain score of 0.72 and a substantial effect size ($d = 1.70$). Novelty: The originality of this research lies in the integration of an adaptive AI system that provides personalized learning paths, analyzes student error patterns, and delivers automated feedback within a character education framework, effectively transforming abstract Pancasila principles into concrete conceptual mastery for primary learners.
The Role of Memorable Educational Tourism Experience in Shaping Revisit Intention: The Moderating Effects of Novelty Seeking and Overtourism Sensitivity
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.v7i3.1438

Abstract

Objective: This study contributes theoretically by developing a conditional dual-moderation model that explains when and for whom MTE effectively translates into revisit intention, particularly within educational tourism contexts.. Method: A quantitative approach was employed using a survey method, with data collected from 319 respondents who had previously visited tourism destinations in West Java. Data were analyzed using Moderation Regression Analysis (MRA) with Hayes PROCESS Model 2 in SPSS to examine both direct and moderating effects. Results: The results indicate that MTE has a positive effect on revisit intention, suggesting that memorable experiences encourage tourists to consider revisiting the same destination. However, the strength of this relationship varies depending on individual characteristics and perceptions. Novelty seeking weakens the relationship between MTE and revisit intention, indicating that tourists with a strong preference for new experiences are less likely to revisit the same destination despite having memorable experiences. In contrast, overtourism sensitivity influences how tourists evaluate the feasibility of revisiting, as concerns about crowding and destination conditions shape future travel considerations. Novelty: This study contributes by integrating novelty seeking and overtourism sensitivity as simultaneous moderators in the MTE–revisit intention relationship, offering a more comprehensive explanation of how memorable experiences translate into future behavioral intentions in tourism contexts.
Strengthening Teacher Engagement through POP-SDM Modeling: A Study of Permanent Teachers in Bogor Educational Foundation
IJORER : International Journal of Recent Educational Research Articles in Press
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.vi.1441

Abstract

Objective: This study aimed to develop and validate a comprehensive model for strengthening teacher engagement through the application of the POP-SDM (Modeling and Optimization of Human Resource Management) method among permanent teachers at Bogor Educational Foundation. Method: The research employed a mixed-methods approach combining qualitative exploratory methods with quantitative causal analysis. The study involved 30 permanent teachers selected through random sampling. The qualitative phase utilized in-depth interviews to identify dominant factors influencing teacher engagement, while the quantitative phase employed path analysis to examine relationships between identified variables. The POP-SDM method was implemented through systematic modeling and optimization processes, integrating local wisdom values with organizational support structures. Results: Preliminary survey analysis revealed significant gaps in teacher engagement dimensions: 39% of teachers showed deficiencies in vigor (energy and resilience), 52% in dedication (sense of meaning and purpose), 43% in absorption (focus and immersion), 27% in commitment to school, 38% in collaboration with colleagues, and 36% in self-development. Path analysis identified four dominant factors influencing teacher engagement: organizational leadership, professional development opportunities, work environment support, and integration of local cultural values. The developed model demonstrated strong predictive validity for engagement enhancement. Novelty: This study introduces the innovative application of the POP-SDM method in educational management contexts, specifically for teacher engagement optimization. It provides an integrated framework that combines quantitative modeling with qualitative exploration, addressing the complex interplay between organizational structures and cultural values in educational settings. The research contributes to both theoretical understanding and practical strategies for enhancing teacher professionalism in Indonesian educational institutions.
Clinical Learning Outcomes in Midwifery Education: Evaluating the Effectiveness of Structured Clinical Instructor Guidance
IJORER : International Journal of Recent Educational Research Articles in Press
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.vi.1442

Abstract

Objective: This study aimed to evaluate the effectiveness of a structured clinical instructor guidance program on midwifery students' clinical learning outcomes and competency achievement. Method: A quasi-experimental design with pre-test and post-test control group was employed. The study involved 120 third-year midwifery students from two Indonesian institutions, randomly assigned to intervention (n=60) and control groups (n=60). The intervention group received a structured clinical instructor guidance program based on Training of Trainers (ToT) principles, including standardized mentoring protocols, competency assessment rubrics, and reflective practice sessions over 12 weeks. The control group continued with conventional clinical supervision. Data were collected using the Clinical Competency Assessment Tool (CCAT) and Clinical Learning Experience Questionnaire (CLEQ). Statistical analysis included independent t-tests, paired t-tests, and multiple regression to examine the intervention's effects. Results: The intervention group demonstrated significantly higher improvements in clinical competency scores compared to the control group (mean difference = 15.6 points, p < 0.001, Cohen's d = 1.24). Post-test scores showed 85% of intervention group students achieved "competent" level versus 45% in the control group. Regression analysis revealed that structured guidance accounted for 62% of variance in clinical competency (R² = 0.62, p < 0.001). Students in the intervention group also reported significantly higher satisfaction with clinical learning experiences (p < 0.01). Novelty: This study introduces and validates a structured clinical instructor guidance model specifically designed for midwifery education in resource-limited settings. It provides empirical evidence for integrating Training of Trainers (ToT) approaches into clinical supervision, addressing a critical gap in competency-based midwifery education. The developed assessment tools offer a standardized framework for evaluating clinical learning outcomes in health professional education.
School Management in the Implementation of Inclusive Education at SMP Negeri 7 Pemalang
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.v7i3.1445

Abstract

This study analyzes the implementation of inclusive education management at SMP Negeri 7 Pemalang through the managerial functions of planning, organizing, implementation, and supervision, while examining pedagogical capacity strengthening that supports inclusive learning practices. The research employed a qualitative case study approach involving 12 informants, including the principal, vice principal for curriculum, special education teachers, subject teachers, homeroom teachers, and students with special needs. Data were collected through in-depth interviews, participatory observation, and documentation studies, then analyzed descriptively through data reduction, data display, and conclusion verification using source and technique triangulation. The findings demonstrate that inclusive education management has been systematically implemented through the integration of inclusive policies into school planning, preparation of Individualized Education Programs (IEPs), collaborative learning practices in regular classrooms, and periodic supervision by school leaders. The study also reveals significant strengthening of teachers’ pedagogical capacity, particularly in differentiated instruction, adaptive classroom management, flexible assessment development, digital learning media utilization, and collaborative student-centered learning strategies. Nevertheless, implementation remains constrained by the limited availability of special education teachers, uneven teacher competence in inclusive pedagogy, insufficient assistive learning facilities, and evaluation systems that are not yet fully oriented toward continuous quality improvement. The study’s novelty lies in integrating inclusive management functions with measurable indicators of pedagogical capacity development to support sustainable and effective inclusive education practices.
Management of Handling Deviant Student Behavior Through Innovation of the Gerbat (Inner Movement) Program: A Study at Srondol Wetan 2 Public Elementary School, Semarang 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.v7i3.1449

Abstract

Objective: The purpose of this study is to describe and analyze the planning, organization, implementation, and evaluation of the management of student deviant behavior through the Gerbat (Inner Movement) program innovation at Srondol Wetan 2 Public Elementary School, Semarang City. Method: The research approach used was qualitative. This type of research is phenomenological. The qualitative research design consists of three stages: orientation, focused exploration, and data analysis. Data collection techniques included interviews, observation, and documentation. This study used source triangulation. Data analysis with three steps: data reduction, data presentation, and drawing conclusions. Results: The results of the study indicate that: 1) Planning is carried out by forming a team, identifying deviant behavior, conducting direct observation of student case records and SOPs integrating spiritual, emotional, and psychological approaches. 2) Organization is carried out by considering personality competencies, concern for students, and experienced teachers. Then forming the Inner Movement Team, school organizational structure and holding training and workshops. 3) Implementation is carried out by implementing the Heart Movement (spiritual) by habituating religious values, praying together, self-reflection, and strengthening moral values. The Emotional Movement (emotional) by habituating empathy, positive communication between teachers and students. The Mind Movement (psychological) with a dialogical approach, simple counseling by teachers and BK teachers. 4) Supervision is carried out by daily and weekly monitoring of changes in student behavior. Follow-up is carried out by improving coaching strategies, adjusting SOPs, mentoring students, and training teachers. Novelty: This research is novel in its approach, namely the application of deviant behavior management through the Gerakan Batin program, which is based on the internalization of spiritual and moral values.
From Leader-Driven Action to Collective Learning: An Adaptive Community Empowerment Model in Circular Waste Economy
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.v7i3.1453

Abstract

Objective: This study aims to analyze how community empowerment develops within a waste-based circular livelihood model in a low-capacity context, with particular attention to the role of adaptive leadership as a transitional mechanism toward participatory autonomy. Method: The research employed a qualitative Participatory Action Research (PAR) design conducted at Padepokan Siloka SMART, a tempe-producing community facing environmental challenges due to unmanaged soybean pulp waste. Data were collected through semi-structured interviews, participatory observation, focus group discussions, and documentation. The data were analyzed using thematic analysis involving open, axial, and selective coding to identify patterns in leadership dynamics, livelihood adaptation, and experiential learning processes. Results: The findings indicate that empowerment did not initially emerge from spontaneous participation but from leader-driven initiation due to limited reflective capacity and economic vulnerability among predominantly elderly members. Adaptive leadership functioned as a catalytic and pedagogical mechanism that scaffolded collective action. The integration of long-term livestock investment with short-cycle sorghum cultivation stabilized participation, reduced environmental pollution, diversified income sources, and strengthened social capital. Novelty: This study proposes an adaptive transitional empowerment model that reconceptualizes leadership as a staged learning mechanism rather than a contradiction to participation, contributing to recent educational research on experiential and context-sensitive community transformation.

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