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Muhammad Hasbi
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INDONESIA
Indonesian Journal of Research and Educational Review (IJRER)
Published by Education and Talent Development Center of Indonesia
ISSN : 28097505     EISSN : 28093682     DOI : http://dx.doi.org/10.51574/ijrer
Core Subject : Religion, Humanities, Science, Education, Art, Social,
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
Instruction Learning Teaching Curriculum Development Learning Environments Teacher Education Educational Technology Educational Developments
Arjuna Subject : Umum - Umum
Articles 64 Documents
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Search results for , issue "Vol. 4 No. 4 (2025): September" : 64 Documents clear
Problem Based Learning Model Assisted by Wordwalls: Learning Motivation at Elementary School Students' Khairunnisa, Fadhilah; Ifrianti, Syofnidah; Erfayliana, Yudesta
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3842

Abstract

Due to a lack of student motivation, various learning approaches, and engaging learning media, classroom learning has not featured student interaction. Therefore, the purpose of this study is to determine whether the Problem-Based Learning (PBL) model assisted by Wordwall has a significant influence on elementary school students' learning motivation. This quantitative research employs a quasi-experimental that utilizes a pretest-posttest control group design. This research was conducted on grade V students of State Elementary Madrasah 1 Bandar Lampung. Data collection techniques include distributing a list of questions to respondents or survey questionnaires. Descriptive data analysis is used to measure and present initial (pre-test) and final (post-test) data using the paired t-test. The study found t = -4.577 for the experimental class paired samples t-test. In the experimental class, a significant value of 0.000 < 0.05 was found. The Problem-Based Learning (PBL) model, supported by Wordwall, significantly impacts class V students' learning motivation, with a sig. value of 0.000 < 0.05, rejecting H0 and accepting H1. The paired samples t-test showed a value of t = 0.487 with a significance of 0.630 > 0.05, indicating that H0 is accepted and H1 is rejected. The Teams Games Tournament (TGT) model assisted by a PowerPoint presentation did not affect class V students' learning motivation. Therefore, the Problem-Based Learning (PBL) model supplemented by Wordwall affects class V students' learning motivation at State Elementary Madrasah 1 Bandar Lampung.
The Ethnoscience-Based Project Based Learning Model on Learning Outcomes and Scientific Literacy Rifa’i, Mohamad; Taufik, Leo Muhammad; Novianawati, Noor
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3843

Abstract

Many students struggle to understand science because it's too abstract and removed from life. Despite their scientific value, local wisdom and traditional knowledge are typically neglected as learning resources. The connection between universal science and local cultures is referred to as ethnoscience. In ethnoscience-based PjBL, students learn theory and observe how science applies to their culture. Therefore, this study intends to determine and describe the effect of the ethnoscience-based project-based learning (PjBL) learning model on learning outcomes and scientific literacy. This study uses quantitative research with ex post facto research method. The subjects of this study were class VII students of Middle School 4 Palimanan, Cirebon Regency. Data collection uses questionnaires, observations, and test questions with a total of 30 items, and the number of samples (respondents) used is 60 students. The results of this study indicate that the application of the ethnoscience-based project-based learning model positively affects the learning outcomes of class VII students in science subjects, as evidenced by a calculated t value of 4.637 compared to a t table value of 1.672, resulting in an influence of 25.8%, while the remaining 74.2% is affected by other unexamined variables. Similarly, the application of the ethnoscience-based Project Based Learning model enhances the scientific literacy of seventh-grade science students. The influence is shown based on the calculated t value of 7.537 > t table = 1.672, with a 48.6% effect, while the remaining 51.4% is influenced by other variables not examined in this study. This research will produce a structured ethnoscience-based PjBL learning model that can be used as a guide for teachers.
The Relationship between Interest and Learning Motivation to Natural Science Learning Outcomes: A Narrative Review Study Fitri, Fitri; Hasbi, Muhammad
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3870

Abstract

Learning outcomes are a crucial factor in determining success or failure in learning. Many students demonstrate substandard learning outcomes, falling below the minimum criteria. Learning outcomes, both favorable and unfavorable, are influenced by various elements, including motivation and interest in the learning process. Everyone has different motivations and interests in the learning process. Motivation and interest in learning are correlated with learning outcomes. Therefore, this study aims to investigate the correlation between interest, motivation, and learning outcomes, specifically in natural science subjects. The type of research conducted is qualitative with the narrative review method. The database for this narrative review consists of articles from Google Scholar, including those indexed in SINTA and other reputable international sources, published within the last ten years. The results of the study indicate that a literature evaluation of 25 publications revealed a substantial positive correlation between motivation, learning interest, and learning outcomes. Natural sciences learning outcomes are directly correlated with motivation and engagement in the learning process. Therefore, it is concluded that there is a correlation between motivation, learning interest, and natural sciences learning outcomes.
Cooperative Learning Model of Time Based Learning Type Assisted by Media Box: Elementary School Students' IPAS Learning Outcomes Parida, Parida; Irviana, Ira; Afni, Nur
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3875

Abstract

The background of the research is the low academic achievement of students; only 37.03% of 27 students achieved the minimum completion criteria in the preliminary study. Therefore, this study examines the application of a time-based learning-type cooperative learning model assisted by media boxes to improve the learning outcomes of social studies/IPAS of elementary school. This study uses classroom action research with the Kemmis and McTaggart model research design. This research was conducted with grade V students at 108 Moncongloe Home Base. This research used observation, tests, and documentation instruments. The results of the analysis showed a significant increase in student learning outcomes after applying the model using media boxes. This can be seen in the increase in the average score of student learning outcomes from cycle I, which is 56.14%, to cycle II, which is 77.62%. Thus, a time-based learning-type cooperative learning model assisted by media boxes can improve student learning outcomes.
Evaluation of the Implementation of Inclusive Education in Junior High Schools Putri, Muggia Usmi Eka; Ghani, Abd. Rahman A; Al Jufri, Hamid
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3884

Abstract

The objective of this study is to evaluate, measure, and prove the gaps in various components—design, installation, process, and product—so that it can provide information for improvement and development related to National Education Standards in building Inclusive Education in Junior High Schools in Tangerang. The evaluation model approach used in this study is the Discrepancy Evaluation Model, or Gap Evaluation Model, developed by Malcolm M. Provus. This research method is a mixed method, not only qualitative descriptive evaluation and quantitative, but also a combination of both. The evaluation subjects were 15 people, including the principal; the vice principal for curriculum, public relations, student affairs, and facilities and infrastructure; teachers; parents; and students. The results indicate that the design aspect, with a discrepancy of 28% in the management standard indicator, falls within the "Medium/Good" category, while the financing indicator, exhibiting a 44% discrepancy, also categorizes as "Medium/Good." Installation Aspect: A gap of 30% in the assessment indicator related to the discrepancy reference is classified as "Medium/Good," whereas a gap of 28% in the assessment facility and infrastructure indicator pertaining to the discrepancy reference is also categorized as "Medium/Good." The process indicator exhibits a 29% discrepancy, categorizing it as “Medium/Good,” while the content indicator shows a 40.4% discrepancy, also classified as “Medium/Good.” The product aspect reveals a 36% gap in the teacher and education personnel competency standard indicator, categorized as “Medium/Good,” while a 25% gap in the graduation competency indicator is also classified as “Medium/Good.”
The Implementation of Principal Supervision in Building Teacher Performance in Elementary Schools Lisda, Hafia; Ghani, Abd. Rahman A; Fatayan, Arum
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3887

Abstract

This study intends to assess how the principal implements academic supervision to enhance teacher performance in elementary schools. The primary objective of this study is to provide recommendations to schools regarding the implementation of supervision, whether there are aspects that need to be stopped, improved, or continued without changes. Secondary objectives include evaluation of the design, installation, process, and product of the supervision implementation. This study uses an evaluative approach with the Discrepancy Evaluation Model (DEM), which emphasizes identifying gaps between standards (Standard/S) and actual performance (Performance/P) in each implementation stage. Data was collected through interviews, observations, and documentation studies. In this study, the research subjects were the principal, vice principal, 18 teachers, 30 students, and 6 school committee members. The evaluation results show that at the design stage of supervision there are still gaps between standards and performance, especially in the systematic and realistic aspects, so that it is in the "Good" category. The installation stage, implementation process, and supervision product all demonstrate full conformity between standards and performance, resulting in a "Very Good" rating. Overall, the implementation of supervision is in the "Good" category.
Standards for Facilities and Infrastructure in Building Quality Education in Senior High Schools Khairullah, Ridho; Fatayan, Arum; Syarif, Moh Suryadi; Ghani, Abd. Rahman A
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3891

Abstract

The intent of this study is to evaluate and measure the gaps in various components—design, installation, process, and product—so that it can provide information for improvement and development related to the Facilities and Infrastructure Standards in Building Educational Quality at Senior High School. The evaluation model approach used in this study is the Discrepancy Evaluation Model, developed by Malcolm Provus. This research method is a mixed method, not only qualitative, descriptive, and evaluative but also quantitative, and it combines both. The evaluation subjects were 12 people, including principals, vice principals, educators, parents, committees, and supervisors at Fatahillah Ciledug Senior High School, Tangerang City. The evaluation findings indicate that the gap or discrepancy in the design aspect is 70% according to the standard indicators of facilities and infrastructure, based on the reference criteria categorized as "High/Sufficiently Appropriate." For the installation aspect, the gap level is 75% on the standard indicators of facilities and infrastructure, which falls into the category of "High/Good." Additionally, there is a gap level of 37% on the same standard indicators, placing it in the category of "Medium/Good." For the process aspect, the gap level of 37% on the standard indicators of facilities and infrastructure with reference to the discrepancy/inequality reference criteria is included in the category of “Medium/Good,” and for the product aspect, the gap or inequality level is 39%. This rating is after consulting the reference criteria of discrepancy/inequality.
Project Based Learning (PjBL) Model: Elementary School Students' Social Studies Learning Outcomes Ali, Zulrifqa Rofiqa; Idawati, Idawati; Suardi, Suardi
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3904

Abstract

Social studies education not only provides factual knowledge but also equips students with a deep understanding of the social, cultural, and environmental realities in which they live. The project-based learning model has significant potential to enhance student learning activities, which in turn can positively contribute to social studies learning outcomes. Therefore, this study intends to examine the effect of the Project-Based Learning (PjBL) model on student learning outcomes in social studies. The research method used a quasi-experimental method with a nonequivalent control group design. The study population was fifth-grade students from nine elementary schools in Cluster I, Parangloe District, Gowa Regency. The sample was taken from elementary schools Inpres Pakkolompo and elementary schools Inpres Jenemadinging using a random sampling technique, with a total of 41 students. Data was collected through observation and objective tests, then analyzed using descriptive and inferential statistics. The results showed a significant effect of the implementation of the PjBL model on student activity, cooperative character, and learning outcomes. Based on the significance value (sig) obtained of 0.013, which is smaller than the commonly used alpha value (0.05), it was concluded that the implementation of the PjBL model significantly influenced learning outcomes. This study demonstrates the effectiveness of the project-based learning approach in improving student academic achievement. This study recommends the implementation of the PjBL model to increase student engagement and improve student learning outcomes in social studies in elementary schools.
Development of Computer-Based Role-Playing Game Mathematics Learning Media: Spatial Geometry Material in Junior High School Mucti, Alfian; Nurmala R
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3956

Abstract

Although the development of learning media based on RPG (Role-Playing Game) and spatial geometry materials in junior high school already exists, this research deeply integrates the typical features of RPG (such as adventure narrative, quest, inventory, leveling system, and immersive visual/audio design) to visualize and manipulate spatial geometry concepts (such as surface area, volume, and nets) which are often considered abstract by junior high school students. This study was conducted to develop and examine the validity, practicality, and effectiveness of a learning medium in the form of an RPG (Role-Playing Game) for teaching three-dimensional geometry to eighth-grade students at public junior high school 5 Tarakan. The research employed Research and Development (R&D) design, following the Four-D development model consisting of four phases: Define, Design, Develop, and Disseminate. The evaluation process of the RPG Maker product was carried out through four stages: expert validation (content, media, and instructional design experts), preliminary field testing, main field testing, and operational field testing. The analysis results showed that the developed RPG game media obtained scores of 32 for feasibility, 51 for appearance and design, and 32 for accuracy, currency, and clarity — all of which were categorized as very good. Field test results further indicated that the media met the criteria for software engineering, visual communication, and instructional design. Therefore, the RPG-based game media was declared suitable for use as a learning aid at public junior high school 5 Tarakan.
Sepak Takraw Sports Development Management in Improving Soft Skills and Student Achievement in Educational Units Pagayang, Rais; Badaru, Benny; Wahyuddin, Wahyuddin; Hudain, Muh. Adnan; Suwardi, Suwardi
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3746

Abstract

This article discusses the management of sepak takraw development as an effective means of improving soft skills and student achievement in educational institutions in North Toraja Regency. This study uses a descriptive qualitative approach with the aim of analyzing and describing in depth how the planning, organizing, implementing, and evaluating of sepak takraw development programs are managed to achieve these two objectives. Data collection was conducted through in-depth interviews with school principals, physical education teachers, coaches, and student representatives; participant observation of training sessions and competitions; and document analysis related to curriculum development programs and extracurricular activities. The results show that effective sepak takraw development management focuses not only on technical training for achieving sporting achievements but also integrates values ​​such as teamwork, discipline, leadership, and mental resilience into each training session. This integration has been shown to contribute significantly to improving students' soft skills, as measured by their interactions within the school and community. Furthermore, a well-managed program results in consistent improvements in sepak takraw achievement at the regional and national levels. In conclusion, sepak takraw development in North Toraja serves a dual function as an athletic development program and character building. Ongoing support from schools and local governments is needed to maintain this effective management model.

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