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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 589 Documents
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Show and Tell Learning Method Based on the Discovery Learning Model: Creativity and Learning Outcomes at Primary School Nur, Zahra; Mulyadi, Mulyadi; Nurdiansyah, Erwin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4350

Abstract

Conventional and boring learning paradigms typically lead to low creativity and learning outcomes in Pancasila and Citizenship Education. Researchers at Primary School 126 Inpres Kariango, Maros Regency, found a new way to attract kids interested in civics. This study examines how the Discovery Learning-based Show and Tell learning technique influences fifth-grade students' creativity and learning at Primary School 126 Inpres Kariango. This research is an experimental quantitative study. The study included 30 fifth graders. Pretests and posttests measured learning outcomes, and observation sheets measured student inventiveness. To assess intervention efficacy, descriptive and inferential statistics were used, including normality, homogeneity, and t-tests. The findings found considerable improvements in all areas: (1) Teacher instruction improved from "Very Poor" (35%) to "Good" (70%). (2) Student participation skyrocketed to "Very Good" (90%) at the final meeting. (3) Students' creativity scores increased from 49.00 (less creative) to 83.67 (creative/very creative). (4) Average student learning outcomes rose from 52.57 to 82.47, with 93.4% reaching moderate to very high. The hypothesis test shows that this strategy boosts creativity and learning. In conclusion, the Discovery Learning-based Show and Tell method enhances student learning in the PPKn subject, fosters creativity, and enhances interaction. This study helps teachers apply student-centered learning practices. This study strengthens our knowledge of how communicative strategies and discovery models improve primary school critical and creative thinking.
Integration of Love-Based Curriculum and Deep Learning in Madrasahs: A Holistic Approach to Islamic Education Syafaruddin, Baso; Sarda, Muh; Mawaddah, Nurul; Agustinanda, Baso
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4367

Abstract

Islamic education at madrasahs still struggles to balance spiritual and emotional qualities like love for Allah, the Prophet, and others with 21st-century skills like analytical and problem-solving. Curricula generally emphasize cognitive without truly integrating emotive and use AI technologies for tailored learning. Thus, this article proposes a holistic curriculum integration model in Madrasahs that combines love-based education (a moral and spiritual foundation) with deep learning technology (a tool for personalization and cognitive acceleration) to create noble and competitive students. This study is descriptive, qualitative, and literature reviewed. An in-depth analysis of Islamic curriculum theory, love-based education, and deep learning in education yielded data. Synthesizing the analysis results created an integration model conceptual framework. A love-based core curriculum (values of compassion, ethics, and spirituality are embedded in every subject), deep learning as an enabler (algorithms analyze students' learning styles, pace of understanding, and emotional/spiritual needs to personalize materials and interventions), and a holistic learning environment are the three pillars of the proposed integration model. This strategy promises to boost student engagement, cognitive learning, and Islamic character. This article offers a framework that integrates spiritual/affective and technological/cognitive aspects to advance Islamic education curriculum thinking. This page helps policymakers, curriculum creators, and Madrasah educators create a balanced, relevant, and adaptable educational approach.
Educational and Cultural Value of the Pakarena Anida Dance: A Medium for Passing on Local Wisdom in High Schools Rahman, Nur Indah Swara; Linda, Johar; Ramli, Asia
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4377

Abstract

This paper addresses modernization's propensity to undermine local wisdom. This research asks how the Pakarena Anida Dance can teach young people educational and cultural values in a sustainable way. This study seeks to (1) identify and define the educational values in each Pakarena Anida Dance movement, property, and accompaniment. (2) the Sanggar Bhakti Seni 05 Makassar's role in preserving this dance is to carry on indigenous wisdom. This research uses a qualitative descriptive method. We chose this approach to provide a rich, in-depth, and holistic picture of the phenomenon under study. The main subjects of the research are Sanggar Bhakti Seni 05 (High School 5 Makassar), with a focus on the studio managers, trainers, and students who are actively involved in learning the Pakarena Anida Dance. Participatory observation, in-depth interviews with key informants, and document analysis of studio curriculum and training methods collected data. Research shows that the Pakarena Anida Dance is a rich source of local wisdom. Education emphasizes discipline, ethics/courtesy (particularly amongst men and women), patience, and respect for ancestors. An integrated approach to technical dance instruction and cultural philosophy at Sanggar Bhakti Seni 05 Makassar helps students internalize these principles. This study contributes theoretically to performing arts studies as a source of socio-cultural knowledge and practically to educational institutions and local governments in developing cultural preservation policies based on non-formal education and arts communities.
Problem Solving and Cooperative Learning Model of the Jigsaw Type: IPAS Learning Outcomes in Elementary School Supiarti, Supiarti; Selvi, Nurhayati; Fajrin, Syarifah Nur
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4407

Abstract

The low learning outcomes of Natural and Social Sciences (IPAS) in elementary schools are the main challenge in this study. This study aims to test and compare the effectiveness of the problem-solving learning model and the jigsaw cooperative learning model in improving the learning outcomes of fourth-grade students in Elementary School Inpres Tello Baru 1I in the 2025/2026 academic year. The research method used is a quantitative approach with a quasi-experimental design (Non-Equivalent Control Group Design) involving 54 students. Data was collected through observation sheets of teacher and student activities and learning outcome tests. The findings indicated that both models significantly improved the quality of teacher instruction and active student participation. Teachers achieved a score of 93.33% in the problem-solving model and a perfect score of 100% in the jigsaw model at the fourth meeting. Student activity also increased drastically, reaching 92.30% in the problem-solving model and 100% in the jigsaw model. Statistically, there is a significant difference in learning outcomes between the experimental and control classes, where the average posttest score of the experimental class (83.93) is much higher than the control class (73.08). The t-test produces a calculated t value (3.004) > t table (2.006), which proves that the use of the problem-solving and jigsaw models has a greater positive impact than the conventional method. This study recommends both models as innovative strategies to address the low learning outcomes of IPAS in elementary schools.
Digital Media-Assisted Problem Based Learning Model: Students' Learning Outcomes and Science Literacy at Middle School Alka, Muh; Ernawati, Ernawati
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4447

Abstract

Low scientific literacy and student learning outcomes in science subjects are often caused by conventional learning processes and the lack of technological integration in solving real-world problems. This study aims to analyze the effect of implementing the Problem-Based Learning (PBL) learning model assisted by digital media on students' learning outcomes and scientific literacy in the digestive system material. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The research subjects consisted of two eighth-grade classes in a public junior high school, where the experimental class implemented PBL assisted by digital media (n=30) and the control class used conventional learning (n=30). Data was collected through learning outcome tests and scientific literacy tests, then analyzed using an independent sample t-test. The results showed a statistically significant difference between students' learning outcomes and scientific literacy in the two classes (p < 0.001). The experimental class achieved an average posttest learning outcome of 82.10, higher than the control class's 74.30. For the scientific literacy variable, the experimental class achieved an average of 79.40, while the control class achieved 71.20. The effect sizes found were categorized as strong, namely 1.17 for learning outcomes and 1.16 for scientific literacy. This study proves that the integration of digital media in PBL syntax is effective in improving students' cognitive achievement and science process skills. This research provides a practical contribution for educators in implementing innovative learning strategies relevant to the digital era to create more applicable and meaningful science learning.
Analysis of the Needs Augmented Reality-Based Learning Media: Spatial Structure Material in Junior High Schools Mucti, Alfian; Nurmala R; Hermansyah, Hermansyah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4449

Abstract

Acquiring knowledge in geometry, especially three-dimensional geometry, necessitates robust visualization and spatial reasoning abilities. In practice, students frequently encounter challenges in perceiving three-dimensional shapes when solely provided through two-dimensional representations in textbooks or on classroom boards. This study aims to examine the preliminary requirements for creating Augmented Reality (AR)-based educational resources for three-dimensional geometry at the junior high school level, as a component of the Analysis phase of the ADDIE development model. The research employed a descriptive qualitative approach, with data collected through semi-structured interviews involving one mathematics teacher and two eighth-grade students at Junior High School 7 Tarakan. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results demonstrate that students have challenges in visualizing three-dimensional structures, especially in tasks involving composite solids and spatial perspectives. Traditional learning media are deemed inadequate in delivering sufficient visual experiences and are restricted in their application. Simultaneously, both educators and learners articulated a want for interactive, flexible, and smartphone-accessible technology-based learning resources. Augmented reality media are considered to have the capacity to enhance students' comprehension of three-dimensional geometric topics by providing tangible learning experiences through manipulable three-dimensional visuals. These findings lay a crucial foundation for the future design and development of AR-based educational media.
Differentiated Learning Management in Improving Children's Cognitive Development and Creativity in Kindergarten Ratnawati, Endang; Sobri, Ahmad Yusuf; Arifin, Imron
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4458

Abstract

The implementation of the Independent Curriculum at the Early Childhood Education level faces challenges in accommodating the diverse characteristics and unique learning rates of children. This study aims to explain and analyze differentiated learning management and its impact on the cognitive development and creativity of early childhood at the Kindergarten Model in Malang City. The research method used was a qualitative approach with a case study design. The research subjects included the principal and teachers, with data collection techniques using participatory observation, in-depth interviews, and documentation studies. Thematic data analysis was performed via data reduction, data presentation, and conclusion formulation, with its validity assessed through source and method triangulation. The results indicated that differentiated learning was managed systematically through the stages of planning, implementation, and assessment. Differentiation was applied to aspects of content, process, product, and learning environment by adjusting the level of readiness, interests, and learning profiles of children. This implementation has been proven to have a significant positive impact on cognitive development, especially in logical thinking, pre-mathematics, and simple problem-solving skills. In addition, children's creativity increased through meaningful play activities, free exploration, and the use of diverse media such as loose parts. This research provides a practical contribution as a reference for effective implementation strategies for the Independent Curriculum in Early Childhood Education units to create inclusive and child-centered learning.
Fostering Diversity Awareness in Indonesian Islamic Boarding Schools: Cross-Cultural Religious Literacy-Based Approach in Teaching English Idman, Muhajirah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4459

Abstract

Indonesia faces the challenges of intolerance and limited interfaith understanding despite its religious and cultural diversity. This study explores the integration of Cross-Cultural Religious Literacy (LKLB) in English teaching within pesantren to enhance students' diversity awareness. Pesantren, as traditional Islamic educational institutions, have an important influence on young Muslims' perspectives and can potentially promote interfaith harmony. English, as a lingua franca, facilitates access to diverse cultures and religions. The LKLB approach develops three competencies: personal (understanding one's own religion), comparative (understanding other religions), and collaborative (working with people of other faiths). This study aims to examine how Cross-Cultural Religious Literacy (LKLB) can be integrated into English teaching, how students respond to such instruction, and what pedagogical implications emerge from its implementation. This study is significant as it addresses the gap between religious moderation discourse and classroom-level pedagogical practice in faith-based education. Using an ethnographic approach, this research addresses three questions: (1) How is cross-cultural religious literacy integrated into English teaching in pesantren? (2) How do students respond to LKLB-based English instruction regarding their awareness of religious and cultural diversity? (3) What pedagogical implications emerge from implementing LKLB in English teaching? The findings demonstrate that LKLB-based English instruction fosters students’ empathy, self-reflection, respect, and openness towards religious and cultural diversity. It contributes theoretically by widening religious literacy in ELT and pedagogically by offering a practical model for LKLB-based English instruction.
Study on the Application of Tolerance and Religious Harmony in Primary School Reza, Muhammad; Naufal, Naufal; Yamin, Muhammad
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4470

Abstract

Indonesia is a country with a high diversity of religions and local beliefs, making tolerance an absolute requirement for maintaining social stability from ideological and physical conflict. However, the challenges of modernization often test how these values ​​of tolerance are internalized by the younger generation amidst the free flow of information. This study aims to analyze the perspectives and understanding of the millennial generation regarding the practice of interfaith tolerance in everyday life. This study uses a descriptive qualitative approach. Data was collected through field observations and in-depth interviews with millennial respondents. Data analysis techniques were carried out using the Miles and Hubberman model, which includes data reduction, data presentation (data display), and verification or drawing conclusions. The findings indicate that millennials have a very positive and open view of interfaith harmony. Respondents tend to separate theological domains from social interactions, where they consider religion as an individual's right to privacy that should not hinder social cooperation. They are not affected by differences in belief in building professional or personal relationships. Practically, this study provides policymakers and educational institutions with an understanding that the narrative of religious moderation has been well-received by millennials, which can become important social capital in maintaining national integration in the future.
Soft Skills and Learning Facilities on Job Readiness Mediated by Learning Motivation of Vocational High School Kamal, Annisa Septiani; Syahrul, Syahrul; Arfandi, Anas
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4473

Abstract

Dompu Regency vocational high school graduates are expected to be job-ready, yet many struggle to fulfill industry standards. Technical capabilities are generally stressed, but student drive, learning infrastructure, and soft skills are significant but understudied aspects affecting professional preparation. This study examines how Dompu Regency vocational high school students' learning motivation mediates the effect of soft skills and learning facilities on work preparedness. The study was quantitative and ex post facto. The sample included 211 grade XI students selected by cluster selection and proportional random sampling to represent regency schools. Structured equation modeling using partial least squares was used to examine data. The results show that soft skills have a significant effect on work readiness (β = 0.395; p = 0.000) and learning motivation (β = 0.621; p = 0.000). Learning facilities also significantly influence work readiness (β = 0.139; p = 0.006) and learning motivation (β = 0.216; p = 0.000). Furthermore, learning motivation significantly influences work readiness (β = 0.413; p = 0.000) and serves as a vital mediator for both soft skills and learning facilities. These findings underscore that work readiness is not merely a product of external resources but is heavily driven by the student's internal motivation developed during the learning process. The "mediation mechanism" of motivation is empirically supported in this vocational education study. It gives Dompu Regency schools and policymakers a framework to emphasize physical infrastructure, soft skill integration, and psychological motivational tactics to boost graduate employability.

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