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<![CDATA[How the Level of Education Impacts Consumers with Green Trust: Authenticity and Physical Attractiveness on Fire Products ]]>
<![CDATA[Aswar, Nurul Fadilah]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.2378
<![CDATA[This study aims to analyze how brand authenticity, physical attractiveness, and green trust, depending on the level of education, influence consumer purchase decisions at Fore Coffee. The study employs a causal-comparative research approach, incorporating structural equation modeling (SEM) analysis. We used purposive sampling as the sampling technique. This resulted in a sample size of 100 respondents. The study collected primary data by distributing an online questionnaire via Google Forms to respondents who met the study's criteria. The findings of the research indicate that the level of education and brand authenticity significantly influence both green trust and purchase decisions. Additionally, the physical attractiveness of the product impacts purchase decisions through the lens of green trust. The study concludes that the values of authenticity, the physical attractiveness of the product, and the consistency of transparent sustainability claims shape purchase decisions, with levels of education and green trust playing a crucial role.]]>
<![CDATA[A Qualitative Study of the Impact of Education on Community Welfare: Prosperous Family Card Services ]]>
<![CDATA[Perawati]]>;
<![CDATA[Faizah , Andi Nurul]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.2489
<![CDATA[This study intends to determine the effect of education on the Family Welfare Card Service and to determine the other factors besides education that influence the Family Welfare Card service. This study employs a descriptive qualitative research design. This research focuses on individuals from diverse educational backgrounds residing in Mangempang Village, Barru District, and Barru Regency. The research uses observation, interviews, and documentation as data collection techniques. The data analysis used is an interactive qualitative analysis model, including the stages of data collection, presentation, and drawing conclusions. The results of this study indicate that the level of community education has a positive impact on the Family Welfare Card service in Mangempang Village, Barru District, Barru Regency; each beneficiary family has different levels of satisfaction related to the Family Welfare Card service depending on the good or negative aspects of their experience as KKS recipients. Beneficiary families feel that the services provided by the government in this KKS program are satisfactory and the assistance can meet the needs of the beneficiary community. Additionally, the Family Welfare Card Program service is influenced by two factors: supporting factors and inhibiting factors. Supporting factors include the community's enthusiasm for socialization and the effective coordination among the involved officers. On the other hand, inhibiting factors include a lack of knowledge about access to aid recipients, inconsistent and inaccurate KKS recipient data, limited human resources, low public understanding, and social jealousy due to low levels of education in the community.]]>
<![CDATA[Inhibiting Factors for Learning PJOK Online Volleyball Material at Elementary School ]]>
<![CDATA[Azizin, Irhas]]>;
<![CDATA[Hasmyati, Hasmyati]]>;
<![CDATA[Asran, Asran]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.341
<![CDATA[This study aims to determine the factors that inhibit PJOK learning of volleyball material during the Covid-19 pandemic at MIS Al-Hikmah Gempolmanis, Lamongan Regency, East Java. This study employs a descriptive-quantitative approach, utilizing a survey method. The study's population consisted of 42 students from class IV at MIS Al-Hikmah Gempolmanis. The total sampling technique was used in this study. The instrument used was a questionnaire test with a validity of 0.964 and a reliability of 0.981. The data analysis technique used descriptive analysis, which was expressed in the form of a percentage. The results of the study showed that the inhibiting factors for learning PJOK volleyball material during the Covid-19 pandemic at MIS Al-Hikmah Gempolmanis, Sambeng District, Lamongan Regency were in the categories of "very low" 0.00% (0 students), "low" 0.00% (0 students), "sufficient" 21.43% (9 students), "high" 71.43% (30 students), and "very high" 7.14% (3 students).]]>
<![CDATA[Using Smartphones as Learning Media to Improve Vocabulary: A Focus on Senior High School Students ]]>
<![CDATA[Lim, Citra Dewi]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.357
<![CDATA[Students at public senior high school 1 Long Bagun consider vocabulary learning difficult. In fact, vocabulary is an important element in communication. The purpose of this study was to determine the effect of using smartphones as a learning medium on improving students' vocabulary. This type of research employs a descriptive qualitative approach, incorporating a phenomenological perspective. The subjects of this study were students of public senior high school 1 Long Bagun, East Kalimantan. We collected data through interviews and documentation. The data analysis technique employed qualitative methods such as data reduction, data presentation, and conclusion/verification drawing. The results of this study indicate that there is an increase in students' vocabulary mastery after using smartphones as a learning medium. The overall exercise results clearly demonstrate this. Up to 90% of students can enhance their practice, indicating that the use of smartphones aids in vocabulary enrichment. Furthermore, observations and interviews reveal that students find motivation in the teaching and learning process when using smartphones as a learning medium. In conclusion, the use of smartphones as a learning medium has a significant impact on improving students' vocabulary mastery.]]>
<![CDATA[English Learning Interest in High School Students: TPACK-Based Problem-Based Learning Model ]]>
<![CDATA[Hamsia, Hamsia]]>;
<![CDATA[Sunra, La]]>;
<![CDATA[Iryani, Neni]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.360
<![CDATA[The motivation for this research stems from the students' dissatisfaction with their low learning scores, which range from 66.84 to 68% for 23 students. The English learning achievement test results remain unsatisfactory, with only 65% of the 23 students completing the minimum completion criteria (70) exam. Therefore, this study aims to describe the implementation of the TPACK approach through the problem-based learning (PBL) model, with the goal of improving learning interest and English learning outcomes. This is classroom action research conducted in two cycles. The sample for this study was 23 students of public Senior High School 1 Nosu in grade X. The study collected data on students' attitudes, interests, and sincerity in following the learning process through the TPACK-integrated Problem-Based Learning (PBL) Model. Data analysis uses qualitative and quantitative analysis techniques. The study's results indicated that in the first cycle, the percentage of students who completed the learning achievement test increased to 73.9%. Likewise, learning interest also increased to the good category, namely 78.25%. Furthermore, in cycle 2, learning interest increased again, to the good category of 91.3%. Similarly, the proportion of students who successfully completed their learning achieved a significant increase to 95.64%.]]>
<![CDATA[Teams-Games-Tournaments on Student Activity and Achievement: Elaboration of the Cooperative Learning Model ]]>
<![CDATA[Daryani, Daryani]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.362
<![CDATA[The purpose of this study was to determine the improvement of English students' activities and learning outcomes. This type of research is classroom action research. The study used grade VII students from Al Firdaus Gubug's middle school IT program as the sample. The study employed both test and non-test data collection techniques. Data analysis techniques use quantitative descriptions. The study's results demonstrated an increase in student learning outcomes, both before and after learning improvements, from cycle I to cycle II. Before learning improvements, 31.82% of students completed their learning outcomes, 63.64% in cycle I, and 100% in cycle II. The activity failed to meet 68.18% of the student learning outcomes, 36.36% of cycle I, and 0% of cycle II before the improvements were made. The analysis and findings suggest that implementing the TGT (Teams Games Tournaments) cooperative learning model in English, specifically for identifying elements in children's stories, can enhance student learning outcomes.]]>
<![CDATA[Cooperative Learning with a Game Model: Exploring Students' Speaking Ability About Asking and Giving Suggestions ]]>
<![CDATA[Firdawati, Firdawati]]>;
<![CDATA[Fatmasari, Elli]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.367
<![CDATA[The purpose of this study was to improve speaking competence through the COLEGA (Cooperative Learning with Game) model for public middle school students. This study was classroom action research. The subjects of the study were 40 students in grade VIII of the public middle school 46 Bekasi. We conducted the study in two cycles, cycle I and cycle II. In the meantime, we collected data by following the steps of classroom action research, which include planning, implementing actions, observing, and reflecting. We used quantitative descriptive analysis to analyze the data. The study's results demonstrated that most students struggled to comprehend and react to the speaker's words. We can conclude that the level of teacher and student activity in the learning process during the two cycles was very high. In cycle 1, the student's learning completeness was 44.18%, and in cycle 2, it increased to 86.04%, with an average score of 69.5 in cycle 1 and 79.13 in cycle 2. Therefore, we conclude that the COLEGA method in grade VIII of public middle school 46 Bekasi has enhanced students' speaking skills in asking and making suggestions.]]>
<![CDATA[Realistic Mathematics Education and REACT Strategy in Context Mathematical Connections ]]>
<![CDATA[Hasbi, Muhammad]]>;
<![CDATA[Fitri, Fitri]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.1726
<![CDATA[This study aims to describe the process of developing and producing high-quality, realistic mathematics learning devices using the REACT strategy at the junior high school level and their effectiveness in training students' mathematical connection skills. This type of research is known as development research. The learning devices developed in this study are the Mathematics Connection Ability Tests. We developed the test using the 4-D development model, which consists of four stages: define, design, develop, and disseminate. The research subjects for the trial class were 35 students of class VIII-A, and the research subjects for the implementation class were 35 students of class VIII-B. This study used descriptive analysis. The results showed that the tests developed were of excellent quality because they met the criteria of valid, practical, and effective. In addition, realistic mathematics learning with the REACT strategy effectively trains students' mathematical connection skills. This is evident in the aspects of learning quality, the appropriateness of the learning level, the use of incentives, and the amount of time allocated, all of which align with the planning outlined in the learning implementation plan. Furthermore, realistic mathematics learning and the REACT strategy effectively enhance students' mathematical connection skills.]]>
<![CDATA[In What Ways Do Educators Respond to Plagiarism Among Students? ]]>
<![CDATA[Pelila, John Rey Osben]]>;
<![CDATA[Desalit, Johnell Bringas]]>;
<![CDATA[Soliba, Bernadette Lamsis]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.1971
<![CDATA[Plagiarism is prevalent, and it's no surprise that students engage in intellectual dishonesty. While suspension may be the corresponding punishment for misconduct in some student codes, teachers often show tolerance by considering various approaches before taking further action. Therefore, this study aimed to identify teachers' strategies for addressing student plagiarism. We employed a quasi-experimental design, specifically a posttest-only nonequivalent group design. The study's treatment group consisted of three students who plagiarized their work in one of their subjects. In the intervention phase, we conducted a discourse session and created a yes-no diagram to assess the students. Later, we held a student consultation, allowing them to redo their activity and write a reflection paper after indicating their willingness. We checked the resubmitted outputs and monitored and observed all students in their subsequent activities throughout the semester to identify any signs of plagiarism. The study found that the intervention, which allowed students to resubmit their work after discussing plagiarism issues with them, proved beneficial. Despite time constraints and a potential lack of expertise in certain areas, students demonstrated accountability by avoiding plagiarism in their resubmitted work, as reflected in their feedback. Additionally, post-intervention monitoring showed a decrease in instances of plagiarism. Therefore, we concluded that while punitive measures like suspension exist, it's crucial to consider the circumstances and offer opportunities for redemption before imposing severe consequences.]]>
<![CDATA[Assessment of Youth Empowerment and Social Support Operation in Context Education ]]>
<![CDATA[Charles, Osu uchechukwu]]>;
<![CDATA[Olalekan, Imran Mutiu]]>;
<![CDATA[Ajiye, Olakunle Titus]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i4.1980
<![CDATA[Youth empowerment stands as a crucial approach for fostering sustainable development in context education, particularly in countries such as Nigeria where the youth population is significant. This study examines the implementation and outcomes of the Youth Employment and Social Support Operation (YESSO) initiative in Oyo State, Nigeria. YESSO aims to combat poverty and unemployment among young people by facilitating access to job opportunities and social assistance. Employing a descriptive survey methodology, data were gathered from 180 program beneficiaries and stakeholders. The findings indicate a substantial positive impact of YESSO on the lives of participants. The program has effectively delivered essential services and skills training, fostering asset acquisition and enhancing the financial capacity of unemployed youth and impoverished households. Additionally, YESSO has contributed positively to the health and educational prospects of beneficiaries. Nonetheless, challenges persist, including payment delays, insufficient tools for work, and mismanagement of grants. The study emphasizes the crucial role of youth empowerment initiatives in addressing unemployment and poverty and also identifies opportunities to improve program implementation and sustainability in context-based education. Furthermore, recommendations put forward include enhancing public awareness of the program, ensuring prompt fund disbursement, and addressing logistical hurdles to optimize the effectiveness of YESSO.]]>
