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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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Mapping Sustainable Bilingual Digital Innovation through University–Local Government Collaboration in Tourism Education Arjulayana, Arjulayana; Khazinatul Khaeriah, RD. Hera Merdeka; Lastari, Dyah Supraba; Adawiyah, Rabiatul; Pujiati, Tri
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.1422

Abstract

Objective: The rapid development of digital technology in the tourism sector needs to be balanced with the provision of globally accessible information by bilingual languages, particularly Indonesian and English. This study aims to examine the importance of sustainable bilingual digital information in tourism education, supported by collaboration between universities and local governments. Method : This study uses a mixed-method with convergent parallel design.Data collection techniques in the form of observation and semi-structured interviews. The research subjects consisted of 62 respondents, including government officials staff, language lecturers, teachers, and the community of bilingual digital applications user . Results: The results show 83% respondens stated that bilingual digital applications, such as Tangerang Gemilang application contributes significantly to increase the effectiveness of tourism promotion and expand access to information for users. In addition, collabora-tion between universities and tourism agencies is considered crucial in supporting comprehensive and internationally oriented local tourism development. Novelty: This study confirms that sustainable bilingual digi-tal innovation, through institutional synergy, has a strategic role in strengthening tourism education and the competitiveness of tourist destinations.
Analyzing Mathematical Problem-Solving Skills from the Perspective of Psychological Well-Being Zahrah, Riza; Febriani, Winarti Dwi; Wakih, Agus Ahmad; Pratiwi, Vera Ratna
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.v7i4.1443

Abstract

Mathematical problem-solving is a fundamental competency in mathematics education that is influenced not only by cognitive ability but also by students' affective and psychological conditions. This study aimed to analyze elementary students' mathematical problem-solving skills from the perspective of psychological well-being (PWB). A mixed-methods sequential explanatory design was employed. The quantitative phase used a pre-experimental One-Group Pretest–Posttest design in which students participated in Mathematics in Context (MiC) learning. Data were collected using a mathematical problem-solving test based on Polya’s four problem-solving stages and a psychological well-being questionnaire measuring self-acceptance, positive relations, autonomy, environmental mastery, purpose in life, and personal growth. In the qualitative phase, classroom observations and semi-structured interviews with selected students were conducted to explain and enrich the quantitative findings regarding students’ problem-solving processes and learning experiences. The quantitative results indicated a significant improvement in students’ mathematical problem-solving performance following the intervention, particularly in understanding problems, planning solution strategies, and evaluating solutions. A moderate positive correlation was also found between psychological well-being and mathematical problem-solving skills (r = 0.470, p = 0.010), indicating that students with higher psychological well-being tended to demonstrate greater persistence, confidence, and creativity when solving mathematical problems. Qualitative findings further revealed that students with higher psychological well-being showed stronger engagement, better self-regulation, and greater confidence during contextual problem-solving activities. These findings suggest that integrating Mathematics in Context with learning environments that support students’ psychological well-being contributes to improved mathematical problem-solving performance and more meaningful learning experiences.
From Supervision to Filtering: Parental Monitoring and Regulatory Practices in Children’s Digital Use Saharudin, Saharudin; Putri, Regita Riani
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.1448

Abstract

Objective: This qualitative study examines parental monitoring and regulatory practices concerning the everyday family contexts of young children’s digital media usage. Method: Using a qualitative case study design, data collection involved semi-structured interviews with parents of young children, which were analysed using thematic analysis. Results: The findings reveal that parental monitoring operates as a layered and progressive process rather than a singular strategy. Three interrelated dimensions emerged: presence-based monitoring, activity inspection practices, and content restriction and digital filtering. Presence-based monitoring was enacted through physical supervision and real-time accompaniment during children’s digital engagement. Activity inspection involved reviewing digital traces such as viewing histories and application usage to evaluate appropriateness and interests. Content restriction was implemented through time limits, password protection, parental control applications, account blocking, and curated content selection. These practices demonstrate how parents operate as digital gatekeepers who both shape and control children’s digital environments. Novelty: The study contributes to the digital parenting by theorizing monitoring as a continuum that ranges from embodied supervision to trace-based inspection and system-based control. The findings highlight the relational and structural aspects of parental authority in digitally mediated childhood. It also underscores the need for a contextualized understanding of digital governance within families.
Enhancing Critical Gender Consciousness in Social Studies Education: Perspectives from Women Social Activists in Child Protection Programs Minasyan, Sona; Supriatna, Nana; Sapriya, Sapriya; Malihah, Elly
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.v7i4.1474

Abstract

Objective: This study aims to explore how women social activists in Sukabumi, Indonesia, understand and address gender inequality through child protection programs, and to examine how their experiences can inform the development of gender-sensitive Social Studies education. The research seeks to bridge grassroots gender activism with formal educational practice by identifying practical strategies for enhancing critical gender consciousness in Social Studies curriculum. Method: Employing a qualitative approach, the study conducted semi-structured interviews with ten women social activists actively involved in child protection initiatives in Sukabumi. Data were analyzed using thematic analysis to identify patterns and insights regarding gender awareness, community engagement, and educational implications. The conceptual framework integrates perspectives from feminist pedagogy, critical social studies education, and community-based knowledge production. Results: Findings reveal that activists perceive gender inequality as manifested through economic disparities, limited political participation, and entrenched cultural stereotypes. Child protection programs serve as effective platforms for raising gender awareness through community dialogues, advocacy campaigns, and participatory workshops. Key lessons include the importance of contextual understanding, intersectional approaches, and connecting gender issues to broader themes of social justice and citizenship. Novelty: This study contributes original empirical insights from grassroots women activists whose perspectives are often underrepresented in educational research. It offers a practical model for integrating community-based gender knowledge into formal Social Studies education, particularly in the Indonesian context. The research demonstrates how activist experiences can enrich pedagogical approaches and foster critical gender consciousness among students.
Mapping Critical and Creative Thinking Skills: Evidence from Elementary School Students Wiwin, Wiwin Winarti; Mubarok, Mubarok Somantri; Asep, Asep Kurnia Jayadinata; Hany, Hany Handayani
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.1493

Abstract

Objective: This study aims to map the profile of critical and creative thinking skills and analyze the relationship between the two. Method: The method used was quantitative descriptive correlational involving 112 students as a sample. Data was collected through test instruments that included various indicators of critical and creative thinking, then analyzed using the Spearman's rho correlation test. Results: The results showed that the critical thinking profile of students was in the medium category, with the highest achievement in the interpretation aspect but weak in strategy formulation. Meanwhile, the creative thinking profile showed high scores in the fluency aspect, but low in the flexibility and originality aspects. The results of the correlation test showed a significant positive relationship between critical and creative thinking skills. Novelty: This indicates that strengthening critical reasoning is an important foundation in producing innovative creative solutions. This research recommends the need for a learning model that challenges students' strategic abilities and originality.
Do Active Learning Models Differ? Examining of PBL, Cooperative Learning and Critical Thinking on Social Studies Outcomes Sampurna, Iman; Muhyidin, Asep; Nulhakim, Lukman
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.1515

Abstract

Objective: This study ams to analyse variations in students’ learning outcomes based on the learning models employed Problem-Based Learning (PBL) and Cooperative Learning and their levels of critical thinking. Method: This study employed a quasi-experimental approach with a 2 × 3 factorial design to examine the effects of instructional models and students’ critical thinking levels on learning outcomes. A total of 100 students participated in the study, with 50 students assigned to each instructional group. The participants were proportionally assigned to the groups using cluster random sampling. Results: The study produced three man findings: (1) there were differences in learning outcomes between students taught using PBL and those taught using Cooperative Learning; (2) learning outcomes varied among students with high, moderate, and low levels of critical thinking; and (3) there was an interaction effect between the instructional models and students’ critical thinking levels on their learning outcomes. Novelty: This study makes several important contributions to the existing literature. First, it directly compares two prominent active learning models, namely PBL and Cooperative Learning, within the same analytical framework rather than examining them separately. Second, it positions critical thinking not merely as an independent predictor of achievement but as a moderating variable that may influence the effectiveness of instructional models in improving social studies learning outcomes. Third, the study employs a factorial design that enables the simultaneous examination of both man and interaction effects. This approach provides a more comprehensive explanation of the relationship between learner characteristics and instructional models and contributes to the development of constructivist and social cognitive perspectives in social studies instruction.
Applying Six Sigma to Assess Quality Culture in a Senior High School: A Strategic Management Perspective Dewanto, Heru; Setiawati, Deni
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.v7i4.1517

Abstract

Objective: This study examines the application of Six Sigma to assess quality culture in a senior high school in Bandung, with potential relevance for broader educational settings. Method: Employing a mixed-method case study design, the research combined interviews and Focus Group Discussions (FGDs) to identify the main dimensions of quality culture, followed by a questionnaire-based assessment involving 42 teacher respondents. Unlike conventional school quality assessments, which primarily rely on descriptive and qualitative evaluations, this study integrates the DMAIC (Define, Measure, Analyze, Improve, and Control) framework with quantitative Six Sigma metrics to establish objective benchmarks for assessing school quality culture. School performance was evaluated across eight indicators using Defects Per Million (DPM) and sigma levels. Results: The analysis revealed baseline sigma levels ranging from 2.14σ to 3.90σ. The lowest-performing dimensions were stakeholder involvement in developing the vision and mission 2.14σ, understanding of the vision and mission 2.25σ, and school programs that reflect social values 2.59σ, indicating that these dimensions require substantial improvement to strengthen the school's quality culture. Novelty: This study demonstrates that Six Sigma provides a practical evaluative framework by establishing baseline sigma levels as objective benchmarks for assessing school quality culture, prioritizing improvement initiatives, and supporting strategic management and continuous quality improvement in educational institutions.
Large-Scale Trial of Question Web Learning in Physics to Enhance Students’ Scientific Questioning Skills Evendi, Evendi; Wahyuni, Agus; Ngadimin, Ngadimin; Yakob, Muhammad; Suyidno, Suyidno
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.v7i5.1531

Abstract

Objective: Students’ scientific questioning skills are essential in inquiry-oriented physics learning. However, many high school students still hesitate to ask questions and experience difficulty formulating testable scientific questions. This study aimed to examine a large-scale trial of the Question Web Learning model in physics learning to enhance students’ scientific questioning skills. Method: This study was part of educational design research and employed a one-group pretest-posttest design during the assessment phase. The participants were 93 grade XI science students from 3 public senior high schools in Banda Aceh, Indonesia. Data were collected through classroom observations, a written scientific questioning skills test, field notes, and student response questionnaires. The data were analyzed descriptively using implementation categories, question-quality categories, normalized gain, and response percentages. Results: he findings showed that the Question Web Learning model was implemented in good to very good categories across five meetings in the three schools. Students’ written test scores increased from the scientific category before learning to the very scientific category after learning, with high normalized gain in all schools. Classroom observations also showed an increase in the number and quality of students’ questions, with no non-scientific questions recorded. Novelty: This study provides empirical evidence from a large-scale trial that Question Web Learning is a practical and effective for supporting students’ scientific questioning skills in high school physics learning.
EFL Learners’ English Engagement in LinkedIn-Based Professional Digital Practices: Exploring Career-Oriented Motivation Mukhollafah, Wildani; Ekowijayanto, Mochlis
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.1540

Abstract

Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.
Alternative Assessment Strategies and Accommodative Teaching Module Design: A Case Study of Deep Learning Implementation in Inclusive Education Schools Tarsidi, Iding; Homdijah, Oom Sitti; Rochyadi, Endang; Santoso, Yoga Budhi; Nitya, Nita; Fatimatuzzahra, Ana; Rahman, Alif
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.v7i4.1073

Abstract

This study examines the implementation of inclusive education in Indonesia across three critical dimensions: (1) alternative assessment strategies for students with special needs (e.g., dyslexia and anxiety), (2) inclusive teaching module design grounded in Universal Design for Learning (UDL), and (3) the integration of deep learning through project-based activities. These focal areas address gaps in teacher preparedness and systemic challenges in inclusive classrooms. A descriptive quantitative survey was conducted with 20 teachers comprising regular, subject-specific, and special education educators from inclusive elementary and junior high schools nationwide. Data were gathered via validated Likert-scale questionnaires, analyzed descriptively using MS Excel, and interpreted within Florian’s (2014) inclusive education model. Reliability testing confirmed strong internal consistency (Cronbach’s α > 0.70). Results showed that 85% of teachers applied project-based or portfolio assessments for dyslexic students, 70% integrated UDL principles into multimodal modules, and 65% used contextual projects (e.g., gardening) to foster deep learning. Main challenges included time limitations, scarce resources, and weak teacher collaboration. The study offers empirical insights into integrating adaptive assessment, UDL-based design, and deep learning in inclusive classrooms, proposing a practical framework for teacher training and policy reform. Limitations include the small sample and self-reported data, warranting further mixed-methods research.

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