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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 647 Documents
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The Effectiveness of Virtual Reality Use Toward Early Childhood Understanding of Nuclear Family Roles Nurhasanah, Gina; Kurnia Jayadinata, Asep; Nikawanti, Gia; Ardiyanti, Dhea
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.1582

Abstract

Objective: This study aims to assess the effectiveness of using virtual reality in fostering an understanding of the role of the nuclear family and to develop virtual reality-based teaching materials using educational games at TK Negeri Pembina Surian, Sumedang. Method: This study used a pretest-posttest quasi-experimental design and involved only one class, specifically one experimental group. Data were collected through observation, pretest, and posttest. Results: Significance results were 0.002 for the pretest scores and 0.039 for the posttest scores. The p-values from the normality tests for both sets of data were smaller than the significance level, and the Wilcoxon Signed-Rank Test revealed that the entire sample showed a significant increase. Novelty: Early childhood education students involved in the study demonstrated an understanding of the role of the nuclear family. This study also serves as an empirical reference for the effectiveness of using virtual reality technology to foster an understanding of the role of the nuclear family in early childhood. These findings can guide all those involved in early childhood education to develop effective and enjoyable teaching materials for early childhood.
Development and User Acceptance Evaluation of a Gamified Virtual IoT Laboratory for Students at SMKN 1 Sambeng Arif Rahman, Yusuf; Wildan Habibi, Mohammad
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.v7i5.1583

Abstract

Objective: This study develops and evaluates gamification-based learning media integrating a virtual Internet of Things (IoT) laboratory for Computer and Network Engineering students at SMKN 1 Sambeng, and examines user acceptance of the application using the Technology Acceptance Model (TAM). Method: This Research and Development (R&D) study follows the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. The learning media was validated by two media experts, and user acceptance was assessed through a TAM-based questionnaire administered to 51 students after implementation. Results: Validation results show the media is valid and suitable for IoT instruction, with a total score of 74 out of 100 (average 3.70), comprising Functional Suitability (4.33), Usability (4.00), and Reliability (3.25). Based on TAM evaluation, 64.7% of students found the application useful for supporting learning, while 54.9% found it easy to use. These findings indicate the application is perceived as useful and easy to use in teaching basic IoT concepts within the Computer and Network Engineering program. Novelty: This study integrates Gamification-Based Learning with a virtual IoT laboratory environment in a single application designed for vocational education, producing a validated, well-received learning media product suitable for implementation at SMKN 1 Sambeng.
Co-Curricular Activities in Indonesian and Thai Primary Schools: A Comparative Study of Educational Policies, Character Development, and Twenty-First Century Competencies Sumiati, Sumiati; Saepul Hidayat, Asep; Budi Tauhid, Asep; Kusnandi, Kusnandi; Rahman Hakim, Arif; Kurniati, Nia; Selviani, Mesi; Anisong, Wichan
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.v7i5.1586

Abstract

The objective of this comparative study examines how co-curricular activities are implemented in Indonesian and Thai primary schools, focusing on educational policies, implementation models, character development, and twenty-first-century competencies (the 4Cs). The method using a comparative qualitative case study design grounded in Creswell’s framework, data were collected from a purposively selected sample of eight primary school educators (five Indonesian and three Thai teachers) through open-ended questionnaires, semi-structured interviews, and document analysis, and were analyzed thematically with triangulation across interview data, national policy documents, and prior empirical literature. Results: Indonesia enacts a structured, policy-mandated model through the Kurikulum Merdeka, centered on interdisciplinary project-based learning and the Pancasila Student Profile, whereas Thailand applies a flexible, community-based model under the Thailand 4.0 reform that integrates competency-based learning with Buddhist ethics and civic engagement; despite these structural differences, both systems use co-curricular activities to build character, critical thinking, creativity, collaboration, communication, intercultural competence, and global citizenship, while confronting shared challenges of teacher workload, authentic assessment, curriculum adaptation, and resource limitations in rural schools. The study contributes a comparative conceptual framework that positions co-curricular activities as a policy-to-practice bridge for holistic student development and offers evidence-based direction for strengthening primary education cooperation across ASEAN.
Designing Vocational Life Skills Integrated Project Based Learning for Paket C Equivalency Education Basri, Basri; Puspa Sari, Novita; Hajar, Sitti; Andi Achmad, Ilmar; Emirati, Emirati; Hasdiansyah, A
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.v7i5.1589

Abstract

Objective: This study developed and preliminarily evaluated a vocational-life-skills-integrated project-based learning model for Paket C equivalency education. Method: Using the Define, Design, Develop, and limited Disseminate stages of the 4-D framework, data were collected at two Indonesian community learning centers through observations, interviews, expert and tutor appraisals, learner questionnaires, and archived pretest-posttest summaries. Results: The six-phase model integrated academic learning, vocational practice, and employability skills across 17 meetings. Expert validation averaged 4.51 of 5; learner response and practicality scores were 83.2% and 81.9%. Archived aggregate scores at one center rose descriptively from 54.37 to 82.87, while teamwork was rated most strongly at the second center. Novelty: The model offers a stable project cycle with locally adaptable products for flexible nonformal education. Findings indicate initial validity, practicality, and contextual relevance, but causal effectiveness remains unestablished because participant-level scores, reliability data, a comparison group, and complete fidelity records were unavailable.
The The Contribution of Faith Value Integration in Digital Literacy to Students Behavior in Christian Schools Ering, Aljuanika; Teneh, Farly; Emor, Preitia
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.v7i5.1600

Abstract

Objective: This study examined how the integration of Christian faith values within digital literacy contributes to student behavior at SMA Kristen Eben Haezar Manado. Method: The study employed a quantitative associative survey involving 180 Grade 10 students. Data were collected using two validated and reliable questionnaires, consisting of 18 items for faith-value integration in digital literacy and 25 items for student behavior. The data analysis included descriptive statistics, Pearson correlation, tests of regression assumptions, and simple linear regression. Results: A positive and statistically significant relationship was identified between the two variables (r = 0.645, p < 0.001). The regression coefficient was 0.676 (t = 11.255, p < 0.001), and the coefficient of determination was R² = 0.416. Accordingly, faith-value integration in digital literacy accounted for 41.6% of the variation in student behavior, whereas 58.4% was associated with factors outside the model. Novelty: This research empirically combines Christian faith values, digital literacy, and student behavior in a single quantitative model situated in a Christian senior high school. The findings suggest that digital literacy in Christian education can extend beyond technical ability by incorporating ethical and spiritual formation. Practically, the findings provide an evidence-based basis for Christian schools and teachers to integrate faith-based values such as responsibility, self-control, respect, and ethical decision making into digital literacy practices to support students’ responsible behavior in digital environments.
Effectiveness of an Integrated Project-Based Learning and Inquiry Model on Mathematics Achievement of Elementary School Students Wali, Marselina; Remi Rando, Agnes
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

Abstract

Objective: This study aimed to examine the effectiveness of an integrated project-based learning and inquiry model in improving mathematics achievement among elementary school students. Conventional mathematics instruction in Indonesian elementary schools remains predominantly teacher-centered and procedurally focused, despite curricular mandates promoting student-centered approaches. Method: A quasi-experimental pretest-posttest control group design was employed. A total of 76 fifth-grade students from two public elementary schools in Ende, Indonesia, participated in the study, with 38 students assigned to the experimental group and 38 to the control group. The experimental group received instruction using the integrated PBL-inquiry model, while the control group received conventional instruction. The mathematical topic covered was fractions. Mathematics achievement was measured using a 20-item multiple-choice test. Data were analyzed using independent samples t-test on gain scores and ANCOVA with pretest scores as the covariate. Results: The experimental group achieved a significantly higher mean gain score (M = 28.42, SD = 8.76) than the control group (M = 19.63, SD = 7.41), with t(74) = 4.73, p < 0.001, and a large effect size (Cohen's d = 1.08). ANCOVA confirmed the significant effect of the integrated model, F(1, 73) = 22.18, p < 0.001, partial eta squared = 0.233. Novelty: This study provides empirical evidence on the effectiveness of integrating PBL and inquiry within a single instructional framework for elementary mathematics, an approach that remains underexplored in Indonesian primary education research.
Project-Based Learning and Scientific Literacy in Primary Science: Quasi-Experimental Evidence from Grade 4 Students in North Sulawesi Mangangantung, Jeanne; Tuerah, Roos M.S.
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.v7i5.1620

Abstract

Objective: This study examined whether Project-Based Learning (PjBL) was associated with higher scientific-literacy achievement and greater learning gains among Grade 4 students studying pollination and seed dispersal. Method: A quasi-experimental nonrandomized control-group pretest-posttest design involved two intact classes in a public primary school in Tomohon, Indonesia (N = 40; 20 students per condition). Scientific literacy was assessed with a 20-item form selected from a 30-item pilot pool; the pilot pool showed Cronbach's alpha = .880. Analyses emphasized paired-samples t tests, Welch independent-samples t tests, mean differences, 95% confidence intervals (CIs), and Hedges' g. Results: Baseline performance was closely similar (M = 67.15 vs. 67.75; g approximately -0.08). The PjBL class increased to M = 85.35 (mean gain = 18.20), whereas the comparison class increased to M = 78.35 (mean gain = 10.60). At posttest, the PjBL class scored 7.00 points higher, Welch's t(31.64) = 5.139, p < .001, 95% CI [4.22, 9.78], g = 1.59, 95% CI [0.88, 2.31]. Gain scores differed by 7.60 points, Welch's t(37.26) = 3.591, p = .001, 95% CI [3.31, 11.89], g = 1.11, 95% CI [0.44, 1.78]. Novelty: The study provides effect-size-informed, context-specific evidence on Grade 4 scientific literacy while limiting inference to the two observed intact classes rather than claiming a broadly generalizable causal effect.

Page 65 of 65 | Total Record : 647

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