Indonesian Journal of Multidiciplinary Research (IJoMR)
Indonesian Journal of Multidiciplinary Research (IJoMR) promotes research in the broad field of Education Research and Technology (regarding education, including teaching and learning process, social condition, science educaton, chemistry education, experimental demonstration in class/classroom experiments, teaching model and media, teacher/student/scientist perspectives, etc. ) with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from senior researchers, project managers, research administrators and PhD students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R&D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journal´s style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Science and Technology field. Chemistry and Chemical Engineering Education Physics, Material, and Mechanical Engineering Education Biology, Biological and Bio System Engineering Education Food and Agriculture Engineering Education Mathematics Education Computer Science and Engineering Education Earth Science and Engineering Education Space Engineering Education Electrical Engineering Education Architecture and Civil Engineering Education Environment Science and Engineering Education Basic Science in Engineering Education Engineering Education Reforms Education New Technologies in Education Industry and Education: A Continous Collaboration Education Research and Development in Engineering Education Globalisation in Engineering Education Women in Engineering Education Computers, Internet, Multimedia in Engineering Education Organization of Laboratories Education Agricultural Bio Systems Engineering Education Mechanical Engineering Education Electric and Electronic Engineering Education Civil Engineering and Architectural Engineering Education
Articles
163 Documents
<![CDATA[Formation of the Methodology of the Project-Activity Game in Inclusive Higher Education ]]>
<![CDATA[Glushchenko, Valery Vladimirovich]]>
<![CDATA[ Indonesian Journal of Multidiciplinary Research Vol 5, No 1 (2025): (IN PROGRESS) IJOMR: March 2025 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijomr.v5i1.81391
<![CDATA[Inclusive higher education faces challenges in engagement and skill development because traditional teaching methods often fail to accommodate diverse learning needs. The Project Activity Game (PAG) methodology integrates game-based and project-based learning to enhance student participation and real-world competency. This study aims to develop and implement PAG in inclusive post-industrial universities to improve the effectiveness of higher education during the transition to a new technological order. The research employed pedagogical, didactic, historical, systemic, and logical analysis to examine existing methodologies and establish the theoretical foundations of PAG. The study identified key risks and opportunities associated with its adoption in inclusive and project-based education. The results demonstrate that PAG enhances engagement, knowledge retention, and problem-solving abilities because it immerses students in interactive, competency-driven tasks. The findings confirm that PAG can bridge the gap between education and industry needs, improving career readiness and inclusion. This research contributes to the evolution of higher education pedagogy, making learning more adaptive and accessible.]]>
<![CDATA[Integrating TPACK for Soft Skills and Communication in Engineering Education: Definition, Concept, Strategies, Challenges, and Opportunities ]]>
<![CDATA[Shinde, Sunanda M.]]>;
<![CDATA[Shinde, Mahesh B.]]>
<![CDATA[ Indonesian Journal of Multidiciplinary Research Vol 5, No 1 (2025): (IN PROGRESS) IJOMR: March 2025 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijomr.v5i1.81379
<![CDATA[Soft skills and communication are essential for engineering students but are often overlooked in technical education because of the heavy focus on subject knowledge. This review explored how the Technological Pedagogical Content Knowledge (TPACK) framework can enhance the teaching of communication and soft skills in engineering education. Using a systematic review approach, this study analyzed concepts and definitions, according to relevant research. We also incorporated insights from a Lecture Series conducted for first-year engineering students. The review found that TPACK effectively integrated communication content, pedagogy, and technology to create interactive and engaging learning environments. However, challenges such as limited technological readiness among teachers, low student motivation, and insufficient institutional support hindered its implementation. Because engineering graduates require both technical and communication competencies, integrating TPACK offers a practical solution to bridge this gap. This review provided strategies and recommendations to help educators and institutions strengthen soft skills instruction in engineering programs to meet future workforce demands.]]>
<![CDATA[The Role of Students’ Motivation and Self-Concept as Predictors of Mathematics Performance in Secondary Schools ]]>
<![CDATA[Abiodun, T.O.]]>;
<![CDATA[Chinaka, T. W.]]>;
<![CDATA[Asanre, A. A.]]>
<![CDATA[ Indonesian Journal of Multidiciplinary Research Vol 5, No 1 (2025): (IN PROGRESS) IJOMR: March 2025 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijomr.v5i1.81381
<![CDATA[Student performance in mathematics remains a significant concern in secondary education, particularly because many learners struggle due to low motivation and poor self-concept. This study aimed to investigate how students’ motivation and self-concept predict their performance in senior secondary school mathematics in Ogun State, Nigeria. A descriptive survey research design was employed, involving 306 Senior Secondary School Two (SSS2) students selected through simple random sampling. Data were collected using a Mathematics Performance Test, Mathematics Self-concept Scale, and Mathematics Motivation Questionnaire. The findings revealed that both students’ motivation and self-concept showed a significant and positive relationship with mathematics performance because students who believed in their abilities and were motivated performed better. Together, these factors explained the variance in mathematics achievement. This study underscores the importance of enhancing motivation and self-concept to improve mathematics performance, offering valuable insights for educators and policymakers to strengthen mathematics education outcomes.]]>
