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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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Krebet Wood Craft as a Global Educational Media: The Interaction of Cultural Values and Community Empowerment Setyaningrum, Fery; Haryanto, Eko; Ibnan Syarif, Muh.; Ponimin, Ponimin; Faozata Adzkia, Sagaf
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.v7i4.1090

Abstract

Objective: This study aims to analyze the role of Krebet Wood Craft as a global educational medium that not only functions as a local product, but also as a means of interaction between cultural values ​​and community empowerment. Method: This research used a qualitative method with a case study approach in Krebet Tourism Village, Bantul. Data were collected through participant observation, in-depth interviews with artisans, tourists, students, and stakeholders, document analysis in the form of archives and media publications, and focus group discussions (FGDs). Data validity was obtained through triangulation of sources and techniques. Results: Krebet Wood Craft has entered the global flow through ethnoscape (mobility of tourists, students, and researchers), mediascape (media coverage and representation), technoscape (digitalization of marketing and production innovation), financescape (global market access and creative economic opportunities), ideoscape (exchange of cultural values ​​and ideas of sustainability). Wood craft becomes a means of participatory learning based on real experience, participants not only observe, but also directly involved in the creative process (Dewey). Wood batik skills function as cultural capital that strengthens the socio-economic position of craftsmen and makes Krebet a field of multi-party interaction. Novelty: The novelty of this study lies in the integration of three theoretical frameworks within a single case study global cultural flows, cultural capital, and experiential learning with a particular emphasis on the ethnoscape dimension. This study demonstrates that the mobility of cross-cultural actors, including tourists, students, and researchers, functions not merely as context but as a key mechanism shaping learning processes and cultural exchange within Krebet Wood Craft. This integration highlights that Krebet Wood Craft is not only an artistic product, but also a dynamic cross-cultural educational medium and a model for sustainable tourism villages rooted in local culture with a global orientation.
The Effect of Production-Based Learning, Industrial Internship, and Parental Support on Students' Interest in Entrepreneurship in Vocational High Schools Sri Rahayu Lestari, A.; Jamaluddin, Jamaluddin; Arfandi, Anas
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.v7i4.1234

Abstract

Objective. This study aims to analyze the influence of production-based learning, internships Industrial training, and parental support on entrepreneurial interest in Vocational High School (SMK) students. Method: A quantitative approach with a descriptive correlational design was used to examine the relationship between variables. Data were obtained through questionnaires, observations, interviews, and documentation, then analyzed using simple and multiple linear regression with the help of SPSS software. Result: The results of the analysis showed that each independent variable had a positive and significant influence on entrepreneurial interest. Partially, production-based learning contributed 60.5%, industrial internships 57.5%, and parental support 46.9%. Simultaneous testing showed that the three variables together contributed 64.2% to students' entrepreneurial interest. These findings indicate that learning experiences oriented towards production practices, direct involvement in the industrial environment, and emotional and motivational support from parents are important determinants in developing entrepreneurial interest. Novelty: This study concludes that production- based learning, industrial internships, and parental support are complementary factors in developing entrepreneurial orientation in vocational high school students. The practical implications of these findings emphasize the need for optimization. Teaching factory, improving the quality of industrial internships and strengthening the role of parents in supporting the entrepreneurial learning process. Further research is recommended to add other variables and expand the sample size to provide a more comprehensive picture of the factors influencing students' entrepreneurial interest.
The Dynamics of Community Social Construction in the Implementation of Public Policy for Child Protection Idyaningsih, Nining; Rossydi, Ahmad; Fachrurrazy, Fachrurrazy
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.v7i4.1254

Abstract

This study examines the dynamics of community social construction in the implementation of child protection policies in Indonesia, focusing on public perceptions, participation, and social practices at the local level. Despite the existence of comprehensive child protection regulations, cases of violence against children remain high, indicating a persistent gap between normative policies and their practical implementation. This research employed a qualitative case study approach conducted in three major Indonesian cities: Surabaya, Yogyakarta, and Makassar. Data were collected through in-depth interviews, participatory observation, and document analysis involving community members, educators, government officials, and child protection stakeholders. The findings reveal that cultural norms, educational background, and access to information significantly influence community understanding of child protection policies. Although most participants were aware of child protection regulations, active involvement in violence prevention and reporting mechanisms remained limited. The study also found that violence-based parenting practices are still socially normalized in some communities, hindering effective policy implementation. The study concludes that strengthening community engagement, cross-sector collaboration, and public education is essential to improving the effectiveness of child protection policies and fostering a child-friendly social environment in Indonesia.
Education Rebranding of the Police Institution: Is Police Reform Possible from the Community's Perspective? Indah Earlyanti, Novi; Mayastinasari, Vita; Syafruddin, Syafruddin; Lubis, Rahmadsyah
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.v7i4.1302

Abstract

Objective: The reform of the Indonesian National Police (Polri) since its separation from the Indonesian National Armed Forces (TNI) in 1999 aims to transform Polri into a professional, accountable, and humanistic law enforcement agency. However, after more than two decades, Polri's public image still faces significant challenges, including fluctuating public trust due to controversial cases and human rights violations. Reform efforts through restructuring and digital innovations, such as the Presisi program and Polri SuperApp, have not fully addressed cultural aspects and public perceptions. Public education and awareness about Polri are crucial for improving its image. Enhancing public understanding can help bridge the gap between Polri and the community, strengthening trust and cooperation. The public's awareness of Polri's efforts to uphold law and order, as well as its commitment to reform, plays a vital role in shaping a positive perception of the institution. This study emphasizes a bottom-up approach with the community's perspective serving as the foundation for Polri's rebranding. Using Legitimacy Theory, Public Trust Theory, and Institutional Branding Theory, this research aims to analyze urban community perceptions, identify the factors that shape Polri's brand, and develop a rebranding model based on public input. The results are expected to provide recommendations for a more authentic and sustainable cultural reform of Polri.
Collaborative and Culturally Grounded Learning in a University Directing Course: Actualizing Tradition and Student Identity Formation Astuty Pulukadang, Mimy; Triyanty Pulukadang, Wiwy
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.v7i4.1361

Abstract

Objective: This study aims to examine how cultural traditions are actualized through collaborative and culturally grounded learning processes in a university-level directing course. It specifically addresses the tension between local cultural values and globalizing influences by exploring the role of arts education in cultural initiation, identity formation, and community engagement. Method: A qualitative research design was employed. Data were collected through in-depth interviews with lecturers, students, and local artists involved in the directing course. The data were analyzed thematically to identify patterns related to collaborative practices, the integration of local cultural values, learning outcomes, and sustainability challenges. Results: The findings reveal four main themes: (1) collaborative creative processes between students and local artists; (2) the integration of regional cultural values into directing practice; (3) the influence of culturally grounded learning on students’ artistic competence and identity formation; and (4) institutional and logistical challenges affecting program sustainability. Collaboration with local artists enabled students to access living cultural knowledge, deepening their understanding of symbolic meanings, ethical values, and moral philosophies embedded in local narratives. This process strengthened students’ cultural identity, social sensitivity, creative confidence, and reflective artistic practice. Novelty: This study offers a culturally responsive pedagogical model that positions collaboration with local cultural communities as a core strategy in directing education. It contributes a contextualized framework for integrating living traditions into higher arts education, highlighting its transformative potential beyond technical skill development.
Analysis of Project-Based Differentiated Learning Management on Elementary School Student Activeness Hasannudin, Hasannudin; Utaminingsih, Sri; Hariyadi, Ahmad
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.v7i4.1364

Abstract

Objective: This study aims to analyze the relationship between project-based differentiated learning management and elementary school students’ activeness, focusing on how differentiated learning (X1) and project-based learning (X2) are associated with student activeness (Y). Method: The study used a mixed methods approach with a sequential explanatory design. The quantitative phase involved a Likert-scale questionnaire administered through total sampling to 8 teachers at SDN Kadilangu. Instrument reliability was tested using Cronbach’s Alpha, followed by descriptive analysis and a Shapiro–Wilk normality test to determine the appropriate correlation technique. Because one variable was not normally distributed, Spearman correlation was applied. The qualitative phase employed a case study approach using classroom observations, in-depth interviews with teachers, the principal, and students, and document analysis to explain the quantitative patterns. Results: The instruments were reliable (α = 0.828 for X1; α = 0.788 for X2). Descriptive results showed high implementation of differentiated learning (M = 3.86) and project-based learning (M = 3.93), with high student activeness (M = 4.00). Spearman analysis revealed positive and significant relationships between differentiated learning and student activeness (r = 0.749; p < 0.05) and between project-based learning and student activeness (r = 0.786; p < 0.05). Novelty: The novelty of this study lies in examining the management dimensions of differentiated learning and project-based learning simultaneously. Previous studies have largely focused on outcomes, but have paid less attention to how teachers manage planning, organization, implementation, and evaluation in classroom practice. This study addresses that gap by analyzing how these management processes shape student activeness
Mathematical Processes and Modeling in Problem-Solving: Designing Learning Models for Higher-Order Thinking Nurmawati, Nurmawati; Purnomo, Eko Andy; Dian Mawarsari, Venissa; Prihaswati, Martyana; Dwi Pamungkas, Megita; Kintoko, Kintoko
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.v7i4.1377

Abstract

21st-century mathematics learning requires the development of Higher Order Thinking Skills (HOTS) through meaningful problem-solving and mathematical modeling. Various studies have shown that students' HOTS abilities are still in the low category, even though problem-solving models have been widely implemented. However, most existing models are still procedural and have not systematically integrated horizontal and vertical mathematization processes with mathematical modeling cycles in a single learning syntax. This study aims to develop a problem-solving learning model grounded in mathematical processes and modeling to improve students' HOTS skills. The study uses the Research and Development (R&D) approach proposed by Thiagarajan and Semmel. The developed model integrates the stages of situational orientation, horizontal mathematization, vertical mathematization, contextual interpretation, and reflection and revision in a systematic and measurable learning syntax. The validation results from nine experts showed an average score of 3.61 in the very valid category, indicating that the model meets pedagogical feasibility, mathematical substance, and evaluative criteria. The novelty of this research lies in integrating Polya's steps, the mathematization process, and the mathematical modeling cycle into a learning model explicitly designed to develop HOTS. Further research is recommended to test the model's effectiveness through experimental studies in various educational contexts to strengthen empirical evidence of its implementation.
The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools Nurbaiti, Nurbaiti; Ilahi, Afdhal
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.v7i4.1384

Abstract

Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.
The Role of Educational Management Support in Strengthening Teachers’ Scientific Literacy and Organizational Citizenship Behavior Alamsyah, Mashudi; Dinihari, Yulian; Amat, Asmiaty
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.v7i4.1386

Abstract

This study aims to examine the role of educational management support in strengthening teachers’ scientific literacy and its contribution to Organizational Citizenship Behavior (OCB) in the context of Indonesian education. The study is grounded in the assumption that high teacher motivation toward scientific activities does not automatically translate into consistent academic practices without adequate organizational support. Method: A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected from 38 teachers across several regions in Indonesia using validated Likert-scale questionnaires measuring educational management support, scientific literacy, and OCB. Descriptive and inferential statistical analyses were conducted, followed by qualitative data collection through in-depth interviews with selected participants to further explain the quantitative findings. The qualitative data were analyzed using thematic analysis, and integration was carried out at the interpretation stage. Results: The findings indicate that teachers’ interest in scientific writing is very high, while their practical experience and participation in formal training remain moderate. Educational management support plays a crucial role in bridging this gap by facilitating training, mentoring, time allocation, and academic recognition. Furthermore, strong management support is associated with higher levels of teachers’ OCB, reflected in voluntary collaboration, commitment, and proactive engagement in school development. Novelty: This study contributes novel empirical evidence by integrating educational management support, teachers’ scientific literacy, and OCB within a single analytical framework, highlighting the strategic role of educational management in fostering both academic competence and positive organizational behavior among teachers.
Enhancing Students' Writing Skills through Learning Models and Levels of Critical Thinking of Students Suryadi, Suryadi; Fitriana, Meida
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.v7i4.1389

Abstract

Objective: This study aimed to investigate variations in English writing proficiency based on learning models (Project-Based Learning and Cooperative Learning) and students' critical thinking levels. Method: This research employs a quantitative methodology, notably utilising a quasi-experimental design. This design integrates the non-equivalent control group method with a two-way factorial design methodology (2 x 3 ANOVA). 300 students participated in this study. Each group consisted of one hundred and fifty-five students. All students were competent Indonesian speakers. The first experimental group was given the PjBL learning model, while the second group was given the cooperative learning model. The employed sampling method is random sampling Results: This study yielded three research findings: (1) disparities in writing proficiency among students adhering to distinct learning paradigms (PjBL versus Cooperative), evidenced by a significant value of F=6.921 and sig.<0.05 (2) Variations in writing proficiency among students classified according to high, medium, and low levels of critical thinking were significantly demonstrated with a F value of 5.836 and a significance level of p<0.05. (3) The interaction effect between learning models and students' critical thinking levels on writing skills was also significantly evidenced with a F value of 6.917 and a significance level of p<0.05. Novelty: The study’s novelty lies in its integrative approach simultaneously comparing two constructivist learning models while analyzing how critical thinking shapes their impact on writing skills. By bridging theoretical inquiry with pedagogical practice, this research contributes to the refinement of writing instruction, and the advancement of educational theory.

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