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<![CDATA[Students' Learning Interests with Audio-Visual Media in PJOK Subjects ]]>
<![CDATA[Setiawan, Habil Eka]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.305
<![CDATA[Increasing interest in something is basically helping students see how the material they are expected to learn relates to themselves as individuals. The use of audio-visual media with liquid crystal display is not used frequently, namely because the learning facilities and infrastructure are not yet complete; there is no liquid crystal display (LCD) in each class; therefore, teachers always develop creativity in using audio-visual learning media. The goal of this study was to determine students' interest in learning with audiovisual media (LCD) in the subject of PJOK. The descriptive quantitative nature of this study stems from its numerical focus and the use of statistical analysis for data management. The study was conducted in class 6 at MI Ma'arif NU Sekaran, totaling 17 students. The results of the study indicated that 13 students who like PJOK learning using audio-visual media (LCD) had a percentage of 76.5%, and only 4 students who do not like PJOK learning using audio-visual media (LCD) had a percentage of 23.5%. Therefore, we conclude that the use of audiovisual media, specifically liquid crystal displays, significantly influences students' interest in learning, particularly in PJOK subjects.]]>
<![CDATA[Development of Interactive Learning Media on the Material of Relations and Functions in Middle School Students ]]>
<![CDATA[Talapiu, Zulkarnain Putra]]>;
<![CDATA[Abbas, Nurhayati]]>;
<![CDATA[Katili, Nancy]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2835
<![CDATA[This study intends to develop interactive learning media based on relationships and functions. The type of research used is development research that aims to produce a product. This study uses the Plomp development model. The sample of this study was eighth-grade students at Public Middle School 1 Bonepantai. The media development instruments in this study were validation sheets for media experts, validation sheets for material experts, and response questionnaire sheets for students and teachers. Data analysis uses quantitative descriptive analysis. The results of the study indicated that validation from media experts and material experts showed that the media met the criteria for being worthy of being tested. In addition, the results of the student response questionnaire on the interactive learning media developed were also positive; this can be seen from the average percentage of the student response questionnaire, which reached 90% with an excellent category, and the results of the teacher response questionnaire reached 91% with an excellent category. Therefore, interactive learning media meets practicality and learning merit criteria.]]>
<![CDATA[Development of P5 Learning Module Theme Ecoprint in Middle School ]]>
<![CDATA[Hakiki, Nurul]]>;
<![CDATA[Ahmad, Abd Aziz]]>;
<![CDATA[Irfan, Irfan]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2839
<![CDATA[The study's goal is to create a learning module project (P5) with an ecoprint theme to improve character in the application of independent dimensions and creative dimensions of students. This study uses research and development (R&D) and the 4D model scheme. The development of this 4-D model involved the steps of defining, designing, developing, and disseminating. Public Middle School 7 Makassar served as the study's site. The results of the study indicated that the assessment of the overall module by material experts obtained a value of 9.8 with an average of 4.9 with the description "Very Good," while the media expert assessed the quality of the module cover design, module content design, and aspects of media effects on learning strategies with a total value of 14.75 with an average of 4.9 and the description "Very Good." Based on the assessment of the material expert validator and the media expert validator, it can be concluded that the learning module project (P5) with an ecoprint theme is feasible to use. The intended final stage is dissemination; however, the researcher did not proceed to this stage. The final stage carried out was the teacher response test, which had previously been carried out on teacher needs testing. In addition, the results of this study also indicated that it made it easier for teachers or facilitators to transfer knowledge through interesting learning in the P5 ecoprint project learning theme.]]>
<![CDATA[How Do Schools and Community Influence Indigenous Youth's Perceptions of English? ]]>
<![CDATA[Tacio, Liaa Eve Dalilis]]>;
<![CDATA[Pelila, John Rey Osben]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2851
<![CDATA[The increasing dominance of English in academic and social settings has significant implications for Indigenous youth, where language use in both community and school environments influences their opportunities for success and their cultural identity. This study aims to examine the impact of English proficiency on the cultural identity and language use of Indigenous youth in La Trinidad, a town in the Benguet province, Philippines, focusing on how English affects their academic achievement, social interactions, and relationships with their community. Through qualitative interviews with nine Indigenous youth, the study explores their experiences with English and Indigenous languages in daily life, school, and extracurricular activities. The findings show that while English is valued for academic success and social mobility, its dominance leads to the marginalization of Indigenous languages, causing cultural disconnection and generational divides. It is concluded that the promotion of English proficiency, though beneficial in many ways, threatens the survival of Indigenous languages and cultural heritage. To address these challenges, it is recommended that bilingual or multilingual educational programs be introduced in schools and communities to support both English language development and the preservation of Indigenous languages, ensuring that cultural identity is maintained alongside academic and professional advancement.]]>
<![CDATA[Effects of Using Virtual Laboratory Experiments on Students’ Achievement in Chemistry ]]>
<![CDATA[Avwiri, Hannah E]]>;
<![CDATA[Odiri, Onoshakpokaiye E.]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2742
<![CDATA[The study examined the effect of the use of Virtual Laboratory Experiments (VLE) on students’ achievement in chemistry. The study employed two hypotheses and two research questions. The design used was quasi-experimental, specifically the pretest-posttest non-equivalent control group one. The study's participants were 2,918 secondary school senior students in Delta, Nigeria. We selected 87 students from intact classes in two schools, using purposive and random selection methods. Three experts verified the data collected using the Chemistry Practical Achievement Test (CPAT). Using Kuder-Richardson Formula 20, we established the internal consistency and found a coefficient of 0.78. We used the mean, standard deviation, and analysis of covariance to analyze the study's data. Considering the research, students who were instructed in chemistry via VLE achieved better than those who trained applying DTI in relation to the mean scores of achievements. Additionally, there was a notable difference in the mean achievement score between students who were instructed in chemistry using the Demonstration Teaching Method (DTM) and those who were educated in chemistry using VLE. It was suggested that chemistry teachers receive regular training on how to incorporate contemporary technology into the instruction and learning of chemistry, particularly regarding the application of virtual chemistry laboratory experiments. This is because virtual learning environments (VLEs) may be utilized to guarantee that experiments are taught frequently and serve as a workaround for inadequate laboratory supplies and equipment.]]>
<![CDATA[A Study of Student Demographic Variables as Predictors of Intentions to Adopt Computer-Based Testing in Nursing School Clinical Examination ]]>
<![CDATA[Bakare, Olusegun Ojo]]>;
<![CDATA[Bolarinwa, Adebola Arike]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2857
<![CDATA[Despite the increasing integration of computer-based testing in nursing education, little is known about how student demographic variables influence their intentions to adopt this technology in clinical examinations. This gap in understanding may hinder effective implementation strategies and reduce student acceptance. Therefore, this study aims to determine whether a combination of nursing students’ demographic variables significantly predicts their intention to use computer-based testing (CBT) in clinical examinations; quantify the proportion of variance in students’ intentions to use CBT that is explained by their demographic data; and assess the relative contribution of each demographic variable to students' intentions to adopt CBT in clinical examinations. The study adopted a correlation research design with a population comprising all nursing schools in Osun State. The study purposively selected six nursing schools from the population. While the simple random sampling technique was used to select 20 nursing students from each school, totaling 120 respondents. A self-developed instrument was used to elicit data from the students, with an internal reliability of 0.87 obtained using Cronbach's alpha. The data collected were analyzed using multiple regression analysis. The finding showed that the combined demographic variables did not statistically and significantly predict the nursing student’s intentions to adopt CBT in their clinical exams. Only 5.6% of the variance in nursing students’ intention to use CBT in clinical examinations was explained by the combined demographic variables. However, gender significantly predicted the nursing students’ intentions to adopt CBT. It concluded that nursing students’ demographic data were not influencing their intentions to use CBT in clinical examinations. The paper outlined the implications for the study.]]>
<![CDATA[Elementary School Student's Mathematical Literacy Skills: My Trip Math Adventure Game Learning Media ]]>
<![CDATA[Sakinah, Sakinah]]>;
<![CDATA[Mubarik, Mubarik]]>;
<![CDATA[Pathuddin, Pathuddin]]>;
<![CDATA[Alfisyahra, Alfisyahra]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2867
<![CDATA[This study's objective is to determine the level of students' mathematical literacy skills before and after using the My Trip Math Adventure game. This research method uses a quantitative approach and employs a quasi-experimental design with a one-group pretest-posttest design. The sample of this study was grade V students of elementary school Inpres 15 Wara. The analysis technique used was descriptive statistical analysis and inferential statistical analysis. The results of the study indicated that there was an increase in students' mathematical literacy skills after the implementation of the My Trip Math Adventure game. The present study is based on the results of data analysis using descriptive statistics for students' mathematical literacy skills before the implementation of the My Trip Math Adventure game. Following the implementation of the My Trip Math Adventure game, 33% of students rated their mathematical literacy skills as high, while 67% rated them as very high. The results of the inferential statistical analysis (paired sample T-test) obtained a significance value of <0.05, which means that there was an increase in students' mathematical literacy skills after the implementation of the My Trip Math Adventure game in elementary school.]]>
<![CDATA[Commognitive and Learning Styles Study of Students' Middle School Understanding of Circles ]]>
<![CDATA[Syahri, Andi Alim]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2929
<![CDATA[Understanding of mathematical concepts, especially in circle material, is influenced by students' learning styles and the way they communicate in solving problems. This study aims to analyze how students with visual, auditory, and kinesthetic learning styles apply the commognitive component in solving circle problems. The research method used is a qualitative approach with data collection techniques in the form of observation and interviews. The subject of this research is at public middle school 51 Makassar. The main instruments in this study include learning style questionnaires, written tests, and interviews. The data analysis technique includes three main stages: data reduction, data presentation, and conclusion drawing. To ensure data validity, this study used triangulation techniques and sources. The results indicated that students with a visual learning style used more visual mediators and words to understand the concept of a circle. Students with auditory learning styles tend to rely on narration in explaining concepts and are more fluent in oral communication, while students with kinesthetic learning styles use more routines and hands-on practice in solving problems. The conclusion of this study confirms that each learning style has a different tendency to utilize the commognitive component. Therefore, the optimal learning strategy should accommodate various learning styles so that students' understanding of mathematics concepts is more effective and meaningful.]]>
<![CDATA[Influence of Image Media on Public Elementary School Students' Reading Interests ]]>
<![CDATA[Widayanti, Rekha Ardillah]]>;
<![CDATA[Fitri, Riskal]]>;
<![CDATA[Irviana, Ira]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2944
<![CDATA[This study intends to determine the effect of image media on the reading interest of Class II students of public elementary schools. The research method used is quantitative research with a descriptive approach by experimental method. The research sample consisted of 30 class II students of public elementary school Tabaringan 5 Makassar. We obtained data from the study using questionnaires, specifically pretests and posttests. Data analysis uses normality analysis and hypothesis testing. We used the t-test to independently determine the significance of the independent variable (X) on the dependent variable (Y). The findings showed an increase in the average value from the pretest of 60.50 to 77.50 in the posttest after the use of image media. Additionally, regression analysis and hypothesis testing showed that image media had a positive and significant influence on students' reading interest, with a coefficient of determination (R²) of 0.687. This study proves that the use of image media can significantly increase students' reading interest. Image media has proven to be effective as a learning aid in fostering students' motivation and interest in reading activities in lower grades.]]>
<![CDATA[Drill Methods in Sepak Takraw Learning for Middle School Students: A Study of Sepak Sila Ability ]]>
<![CDATA[Asri A]]>;
<![CDATA[Adil, Ahmad]]>;
<![CDATA[Fahrizal, Fahrizal]]>;
<![CDATA[Suwardi, Suwardi]]>;
<![CDATA[Hudain, Muh. Adnan]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v4i2.2945
<![CDATA[This study aims to determine the improvement of sepak sila skills through the drill method in sepak takraw learning in junior high school students. This study uses an approach based on classroom action research. The sample in this study was students of Class VIII of Public Middle School Satu Atap Iwur Pegunungan Bintang, with a sample used of 32 students. The sampling technique used was total sampling. Qualitative data analysis used qualitative descriptive techniques to interpret the results of observations about the learning process. The results showed that in the first cycle of learning Sepak Takraw Sepak Sila using the drill method, the passing rate for all students was 66.67%. In the affective aspect, student motivation to participate in learning still needs to be improved, especially in the early meetings. Discipline and accuracy in performing sepak sila using the drill method still need improvement. While the average completeness value of all students was 93.75% in cycle II, only 7.34% of students had not achieved completeness. However, the learning process encountered several obstacles. In the cognitive aspect, students still have difficulty in working on questions and lack focus when working on assignments, which causes the final grade to be less than optimal. It can be concluded that there is an increase in sepak sila skills by using the drill method in sepak takraw learning among class VIII students of Public Middle School.]]>
