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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 613 Documents
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The The Effectiveness of Photo Prompt Media Based on the Word Bank Technique in Improving Students’ Poetry Writing Skills Saleh Daulay, Musbar; Hasibuan, Nikmah Sari; Nur Afifah; Eli Marlina Harahap; Khatib Lubis
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
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.v7i5.1434

Abstract

Objective: This study evaluated the effectiveness of photo prompt media based on the word bank technique in improving Grade VIII students’ poetry writing skills, considering common prewriting difficulties such as idea blockage, limited diction, and weak imagery. Method: A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed with 32 students. The intervention was implemented across six meetings: a pretest requiring students to write free-verse poetry without images, followed by instruction using everyday-themed photo prompts and a structured word bank, and a posttest using an equivalent new prompt. Two raters scored students’ poems using an analytic rubric covering five aspects (theme, diction, imagery, figurative language, and unity/coherence). Results: The mean score increased from 65.63 (SD = 7.21) on the pretest to 74.88 (SD = 8.30) on the posttest, yielding an average gain of 9.25 points; 31 of 32 students improved. A paired-samples test indicated a significant difference (p < 0.001) with a very large effect size (d = 2.45). The largest gains occurred in diction and imagery (gain = 1.19 each on a 4-point scale), followed by unity/coherence (gain = 0.81), figurative language (gain = 0.66), and theme (gain = 0.53). Novelty: The study contributes a structured integration of everyday-themed photo prompts and a categorized word bank within a six-session teaching sequence, assessed through an analytic rubric across multiple aspects of poetry quality.
Exploring Hybrid and Personalized Learning in Doctoral Education: A Case Study of Doctoral Students’ Learning Experiences Riady, Stephanie; Sudibjo, Niko; Harsanti, HG Retno
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
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.v7i5.1455

Abstract

Gap: Doctoral education is increasingly expected to accommodate diverse learner backgrounds and the professional commitments of working scholars. While hybrid and personalized learning models are often proposed as solutions to enhance flexibility in doctoral programs, empirical evidence on how these approaches shape doctoral students’ learning experiences remains limited. Objective: This study aims to examine the learning experiences of students enrolled in a hybrid doctoral program in educational technology that integrates personalized learning principles. Method: Using a descriptive survey design, data were collected from eight doctoral students who participated in the program’s initial onsite academic sessions. The survey explored four dimensions of the learning experience: perceived academic quality, learning interaction, personalized learning experience, and the overall learning environment. Result: The results indicate a high level of student satisfaction with the onsite sessions, with an average satisfaction score of 4.63 on a five-point scale. Students reported that the academic discussions were intellectually stimulating and that interactions with faculty members and peers fostered critical reflection and scholarly development. The findings also suggest that hybrid learning environments can balance academic rigor with flexibility, which is particularly valuable for doctoral students who are working professionals. Novelty: This study contributes new empirical insights into the early learning experiences of doctoral students in a hybrid doctoral program that integrates personalized learning principles, with particular attention to academic depth, intellectual interaction, and the development of doctoral identity.
From Curiosity to Work Engagement: the Role of Proactive Personality and the Limited Effect of Organizational Culture Among Vocational Educators Kumala Ratna, Mega; Sri Runing Sawitri, Hunik
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
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.v7i5.1487

Abstract

Objective: Focusing on vocational educators, this study analyzed the connection between curiosity and work engagement by incorporating proactive personality as an intervening variable and organizational culture as a contextual moderator. In the context of rapid digital transformation, sustaining educator engagement has become increasingly critical yet challenging. Research Method: Using a quantitative framework, this study gathered data through a cross-sectional survey of 208 vocational educators working in institutions under the Ministry of Industry in Indonesia, which were then analyzed using the PLS-SEM approach. Research Findings: The findings suggest that higher levels of curiosity are associated with stronger proactive personality and greater work engagement. Proactive personality also contributes to higher work engagement by functioning as a mediating mechanism that translates intrinsic motivation into active work involvement. Conversely, no significant moderating effect of organizational culture was observed. Overall, the findings emphasize that proactive psychological tendencies play a more substantial role than environmental factors in influencing work engagement. Novelty: The study also extends the empirical application of a moderated-mediation model to the vocational education context, which has been relatively underexplored in previous studies.

Page 62 of 62 | Total Record : 613

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