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<![CDATA[Think of Pair Share Learning Model on Student Learning Activity in Science Subjects at State Elementary Madrasah ]]>
<![CDATA[Hasanah, Asri Nur]]>;
<![CDATA[Baharudin, Baharudin]]>;
<![CDATA[Hasnanto, Anton Tri]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4200
<![CDATA[This research is motivated by the low activity and learning outcomes of students in natural science subjects at state elementary schools. This study aims to test and analyze the effect of the Think Pair Share (TPS) learning model on increasing the engagement and learning outcomes of fifth-grade science subject students at State Elementary Schools. This study uses a quasi-experimental method with a post-test-only nonequivalent control group design. The sample consists of two groups: the Experimental Class (n=27), which applies the TPS model, and the Control Class (n=26), which uses conventional learning at State Elementary School 3 Bandar Lampung. Data was collected through questionnaires, observation of learning activities, and learning outcome tests (post-test). Learning outcome data was analyzed using the independent sample t-test (Welch's t-test) after normality and homogeneity tests. The results of the study show: (1) Student learning engagement in the Experimental Class is in the High category with an average of 78.7%, while the Control Class is in the medium category with an average of 59.9%. (2) The average post-test score of the experimental class (88.52) was much higher than that of the control class (69.04). (3) The results of the hypothesis test indicated that there was a statistically very significant difference between the two groups (p-value = 0.000000019), which indicated that H_0 was rejected. The contribution of this study is to provide empirical evidence that the TPS learning model is a very effective and significant intervention in improving learning activities and cognitive learning outcomes among science students in elementary Islamic education.]]>
<![CDATA[The Influence of a Principal's Transformational Leadership Style on Teacher Performance in the Digital Era: A Case Study ]]>
<![CDATA[Habibah, Sitti]]>;
<![CDATA[Juhari, Agusalim]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4258
<![CDATA[Transformational leadership is believed to enhance motivation and performance; however, it is essential to evaluate the efficacy of the high school principal's leadership style in motivating teachers, particularly in the integration of technology and the resolution of digital learning challenges. This study analyzes and empirically tests the principal's transformational leadership style on teacher performance at High School 2 Takalar, especially in the digital age when technology adaptation and learning innovation are crucial. This study uses a quantitative approach with an associative explanatory survey design. The total number of teachers at High School 2 Takalar is 78, with 21 men and 57 women. The research sample was determined using the Slovin Formula with a tolerance level of error of 10% (e = 0.10), resulting in a minimum of 44 respondents. Data was collected through a closed questionnaire and analyzed using simple linear regression statistical techniques. The study found a positive and significant relationship between principal transformational leadership and teacher performance. Teacher performance in technology adaptation, learning innovation, and main task implementation improved significantly with increased transformational leadership dimensions like idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This research endorses the transformational leadership model within the context of 21st-century education characterized by digital predominance. This case study offers practical advice for High School 2 Takalar's principal and other educators on how to use transformational leadership to boost teacher professionalism and performance in the digital age.]]>
<![CDATA[Visionary Leadership Styles of School Principals in the Era of Independent Learning: Challenges and Implementation Strategies ]]>
<![CDATA[Habibah, Sitti]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4275
<![CDATA[Under the Merdeka Belajar national policy, the high school principal implements a visionary leadership style. To implement Merdeka Belajar, school leaders must drive change, foster an adaptive educational vision, and innovate learning. The main issues are the discrepancy between the expectations of the Merdeka Belajar policy and the school's conventional managerial practices, as well as the challenges of mobilizing High School 3 Gowa's teaching and education staff to support this vision of change. This study aims to (1) describe the principal of the high school visionary leadership model within the Merdeka Belajar framework, (2) identify internal and external challenges to implementing this vision, and (3) formulate specific strategies the principal has used to overcome these challenges and encourage school transformation. This qualitative study adopts a single-case study strategy. In-depth interviews with the principal, vice principal, and teacher representatives; Merdeka Belajar implementation documentation; and direct observation of High School 3 Gowa activities collected data. This study found that the principal at High School 3 Gowa's visionary leadership style was realized through open collaboration, teacher autonomy in curriculum design, and digital technology to accelerate the vision. The key hurdles included senior instructors' initial opposition, insufficient resources for new training, and the need to improve digital literacy. A core change team (Agent of Change) and teacher coaching were the main implementation techniques. This study provides an empirical model and examples of best practices for visionary leadership at a specific educational unit level to help high school principals and Indonesian high school principals succeed with Merdeka Belajar.]]>
<![CDATA[Learning Transformation: Effective Strategies for Transforming Ordinary Elementary School Classrooms into Interactive Math Labs ]]>
<![CDATA[Latri, Latri]]>;
<![CDATA[Juhari, Agusalim]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4278
<![CDATA[Textbook lectures and exercises typically dominate elementary school mathematics, which diminishes student enthusiasm and conceptual understanding. Students have trouble applying arithmetic to real life in non-visual, kinesthetic classrooms. Thus, this project seeks to create and implement a plan to turn primary school classrooms into engaging mathematics laboratories at SPF Unit of Tidung State Elementary School. Students' active participation and conceptual mastery of math are the goals. This study employs two cycles of Classroom Action Research (CAR). The transformation strategy includes 1) creating a Mathematics Corner with manipulatives, 2) using classroom walls as interactive visual media (posters and mind maps), and 3) implementing a Project-Based Learning (PjBL) Model in the new classroom. Monitoring student involvement, learning outcome tests, and student and instructor reaction questionnaires provided data. The study found that the transformation strategy provided an active and responsive learning environment. Student participation in mathematical exploration activities rose from 65% in cycle I to 88% in cycle II. Environmental intervention increased conceptual understanding by 15%. Mathematics was more appealing to students. This study demonstrates to primary schools, particularly those in urban areas, how to transform limited classroom space into a math laboratory without incurring significant costs. Its theoretical contribution strengthens empirical evidence that an interacting physical environment motivates and increases primary school pupils' math achievement.]]>
<![CDATA[Exploring Students’ Strategies in Dealing with Unfamiliar Vocabulary during a Listening Task in Higher Education ]]>
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Bahri, Syamsul]]>;
<![CDATA[Muslaini, Fadel]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4177
<![CDATA[Vocabulary is an essential component in listening comprehension. However, learners are often confronted with unfamiliar words that can hinder their overall understanding. This research aims to explore the strategies used by English as a foreign language (EFL) learners when they encounter unfamiliar vocabulary during listening tasks in the first semester of the English education department at Islamic University of As’adiyah, Sengkang. This qualitative research with a case study approach involved 13 first-semester students from the English Education study program. Data was gathered using a combination of think-aloud protocols (where students verbalized their thoughts while completing the task), listening to task recordings, and semi-structured interviews. Students listened to three authentic audio texts with varying levels of difficulty and challenging vocabulary. Thematic analysis revealed five main strategies used by students: (1) Contextual Inference (using clues from surrounding sentences or paragraphs), (2) Focus on Familiar Elements (ignoring unfamiliar words and concentrating on understood words/sentences), (3) Utilizing World Knowledge (connecting the content to their background knowledge), (4) Recording Keywords (writing down words that are thought to be important for later analysis), and (5) Searching for Phonological Cues (identifying words that sound similar to their native language or English that they know). Although contextual inference is the most common strategy, its effectiveness varies greatly depending on the language proficiency of the learners and the clarity of the context provided.]]>
<![CDATA[Producing Digital Natives with Morals: A Bridge Between Parental Perceptions and Student Needs ]]>
<![CDATA[Nurdalia, Nurdalia]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4215
<![CDATA[Digital natives, who have unrestricted access to information, suffer moral and ethical issues like cyberbullying, disinformation (hoaxes), and identity crises. This has created a gap between parents' idealized view of Islamic education as a moral bulwark and students' needs for a more adaptable and digitally relevant curriculum. Islamic education may be less effective at shaping noble digital character due to this divide. This study aims to identify and analyze in depth (1) how parental perceptions influence the emphasis of Islamic Education materials and methods, and (2) how the relevance of these materials meets students' spiritual and digital literacy needs. This study used a qualitative-descriptive approach with a case study method in an Islamic high school. Data was collected through in-depth interviews (with 15 parents and 10 students), classroom observations, and analysis of curriculum documents at As'adiyah Madrasah No. 21 Kampiri. It was found that most parents have a strong perception that Islamic education should focus on strengthening traditional faith and worship. However, this perception has not yet fully encouraged the integration of Islamic-perspective digital literacy materials (such as social media jurisprudence or online ethics). Thus, pupils believed religious material was insufficient for virtual world problems. This research proposes an Islamic education curriculum model to bridge parents' ideal perceptions and students' current needs, creating morally sound and technologically savvy digital natives.]]>
<![CDATA[The Secret of Brotherhood-Based Education: A Holistic Ice-Breaking Strategy for Islamic Schools ]]>
<![CDATA[Nurdalia, Nurdalia]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4216
<![CDATA[Islamic education often faces challenges in realizing solid Islamic brotherhood, where students tend to be rigid, less interactive, and compartmentalized, hindering character formation and collaboration. This study intends to analyze and formulate a holistic and sharia-relevant icebreaking optimization model as a primary strategy for strengthening brotherhood in Islamic schools. The method used is descriptive qualitative, with a case study approach in the Islamic School in Wajo Regency, involving participatory observation and in-depth interviews with teachers and students. The results indicate that the implementation of the 3-S Strategy (Salam, Senyum, Sapa) through structured icebreaking, integrated with the values of adab and muamalah, is proven effective in increasing self-disclosure and empathy among students. The main contribution of this finding is the hidden curriculum model that positions icebreaking not just as a break, but as an essential component of character education. This model provides practical contributions for Islamic educators and institutions to create a warm, inclusive, and strong learning ecosystem based on brotherhood.]]>
<![CDATA[Make A Match Learning Model on Learning Outcomes in Elementary Schools: A Bibliometric Analysis ]]>
<![CDATA[Muslikah, Aliyah]]>;
<![CDATA[Amriyah, Chairul]]>;
<![CDATA[Ningrum, Ayu Reza]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4271
<![CDATA[This article will map the architecture and detect trends in scholarly papers on the Make a Match (MaM) Learning Model in Elementary Schools from 2020 to 2025. The goals of this study are to examine annual publication growth, identify the most prolific journals, map significant keyword networks, and detect new topic trends in this literature. The study employed bibliometrics. Data were obtained using Publish or Perish software from Google Scholar, Crossref, and OpenAlex by searching the keywords "make a match," ("hasil belajar" or "learning outcome"), and ("sd" or "elementary school"). We reviewed and examined 130 items from 582 documents. VOSviewer created network, overlay, and density visualizations. The results showed that: (1) Publication Growth: There was a significant and accelerating increase in publications, reaching a peak in 2024 (36 documents, or 28%). (2) Central Focus: The main keywords are “Learning Outcomes” (56 occurrences, TLS 77) and “Make a Match” (52 occurrences, TLS 65), confirming a strong relationship between the two variables. (3) Topic Concentration: The density visualization highlights the two highest concentration areas: “learning outcomes” with “mathematics” and “make a match” with “make a match learning model.” (4) Development Trend: The overlay visualization shows a shift from basic studies (blue/green, 2022–2023) to topic specialization, which is shown by the rise of terms like "Islamic education" (yellow, 2023–2024). This study empirically supports the Make a Match Learning Model as the best pedagogical intervention to improve primary school learning outcomes in 2020–2025. These findings outline the mathematics focus and provide new topic development opportunities for future academics and practitioners.]]>
<![CDATA[Snowball Throwing Instructional Model: Middle School Students’ Learning Interest in Islamic Education ]]>
<![CDATA[Mutmainah, Siti]]>;
<![CDATA[Makbuloh, Deden]]>;
<![CDATA[Saputra, M. Indra]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4291
<![CDATA[This study intends to determine the effect of the snowball-throwing learning model on students' learning interest in Islamic religious education at the middle school level. The initial problem was low student interest and attention due to monotonous learning methods. This research employed a quantitative approach with a post-test-only control group type of quasi-experimental design. The method of sampling involved one experimental class using the Snowball Throwing model and one control class using conventional methods at Middle School 1 Waway Karya. The instrument used was a learning interest questionnaire that had been tested for validity and reliability. Data analysis was conducted through normality tests, homogeneity tests, and t-tests. The results indicated that the data were normally distributed and homogeneous. The t-test yielded a significance value of 0.008, which is less than 0.05 (p < 0.05), indicating a significant difference in learning interest between the two groups. Students who learned using the snowball-throwing model had a higher learning interest compared to students who learned with conventional methods. The activity of making and throwing questions in the form of paper balls was proven to be able to increase students' interest and attention in learning. The contribution of this research is to offer the snowball throwing model as an effective alternative learning strategy to increase students' learning interest in Islamic religious education subjects.]]>
<![CDATA[Learning Interest: An Experimental Study of the SAVI (Somatic, Auditory, Visual, Intellectual) Learning Model ]]>
<![CDATA[Kharisma, Kharisma]]>;
<![CDATA[Erlina, Erlina]]>;
<![CDATA[Sunarto, Sunarto]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v5i1.4303
<![CDATA[The most significant hurdle to Islamic religious education and character education learning at vocational school was pupils' low enthusiasm in learning, especially in participation and attentiveness. Traditional learning approaches might not suit all student styles. Thus, this study seeks to empirically evaluate the SAVI learning model (Somatic, Auditory, Visual, Intellectual) compared to standard learning approaches in enhancing student interest in learning. This quantitative study used a quasi-experimental posttest-only control group design. At Vocational School 1 Bandar Lampung, grade XI pupils were divided into two groups: the experimental class (provided the SAVI model therapy) and the control class (given the conventional method treatment). The instrument was a learning interest questionnaire. Analysis included precondition tests (normality and homogeneity) and t-tests. The study confirmed normality (Sig. > 0.200) and homogeneity (Sig. Levene's Test = 0.601). A 2-tailed hypothesis test significance value of 0.031 was obtained. The null hypothesis (H0) is rejected because this value is less than 0.05, showing a significant learning interest difference. The mean difference value of 3.4667 shows that SAVI-taught students had considerably higher learning interest than the control group. This interest boosts targeted deficits in pupils' desire to learn. This study suggests an innovative learning paradigm that boosts interest in Islamic religious education and character education. This study supports the holistic learning approach, which stresses combining physical, aural, visual, and intellectual aspects to engage students.]]>
