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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 677 Documents
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Script Type Cooperative Learning Model on Student Learning Outcomes at Primary School Olivya Haikutty; Domingus Rumalatu; Janes Pelamonia
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4580

Abstract

Student academic success in IPAS, particularly regarding energy forms and their changes, is often sub-optimal when relying solely on traditional, one-way teaching methods that lack student engagement. This study aims to determine the effect of the Cooperative Script learning model on the learning outcomes of fourth-grade students at Primary School 71 Ambon. The research employed a quantitative quasi-experimental approach with a pretest-posttest control group design, where data were statistically analyzed using an independent sample t-test via IBM SPSS 27. The results revealed that the experimental group achieved a striking average post-test score of 20.88, significantly exceeding the control group’s average of 12.33. The t-test analysis yielded a significant value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis (H_0) and the acceptance of the alternative hypothesis (H_a). Beyond cognitive improvement, the implementation of this model successfully transformed learning dynamics into a more active, enjoyable, and collaborative experience, fostering students' confidence and creativity through pair interactions. This study provides a practical contribution for elementary educators in implementing effective, innovative learning models and serves as a formal reference for developing interactive cooperative strategies in primary education.
Project-Based Practical on Students Creativity in the Control System Subject at Vocational School Mirnawati Mirnawati; Ummiati Rahmah; Edy Sabara
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4592

Abstract

The low level of student creativity in engineering subjects is frequently attributed to monotonous instructional methods, whereas the demands of Industry 4.0 require vocational students to possess high creative competencies to manage complex control systems. This study aims to analyze the effect of project-based practicum implementation on student creativity in the Control Systems subject at Vocational School 5 Makassar. Employing a quantitative approach with a quasi-experimental pretest-posttest control group design, the research involved 44 grade XI students selected through random sampling, divided into experimental (n=23) and control (n=21) groups. Data was collected using a creativity questionnaire covering fluency, flexibility, originality, and elaboration dimensions. Statistical analysis, including Shapiro-Wilk's and Levene’s tests, preceded the hypothesis testing via independent samples t-test. The findings reveal that the experimental group achieved a posttest mean score ( ) of 81.48, significantly outperforming the control group’s score of 65.05. The t-test yielded a significant value of p = 0.000 (p < 0.05), confirming that project-based practicum acts as an effective catalyst in transforming creative potential into applicable innovative competencies. These results align with the vision of Competency-Based Training (CBT), providing a robust reference for vocational educators to implement innovative learning strategies relevant to the modern industrial landscape.
Talking Stick-Based Team Games Tournament Learning Model on Students' Interest in Learning Akidah Akhlak Siti Umi Kholifah; Deden Makbuloh; M. Indra Saputra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4726

Abstract

This research is driven by the low interest of students in the subject of Aqidah Akhlak at MTs Darul Huda Bandar Lampung, specifically characterized by minimal engagement and attention. Preliminary findings indicated that while students experienced feelings of enjoyment, their enthusiasm did not translate into active participation or optimal learning focus. This study aims to determine the effect of the Talking Stick-based Team Games Tournament (TGT) learning model on students' learning interests. The research involved class VIII D as the experimental group and class VIII C as the control group, using a quantitative quasi-experimental approach with a post-test-only control group design. The results of the independent sample t-test yielded a significance value (p-value) of 0.017, which is significantly below the 0.05 alpha threshold, confirming a substantial difference in engagement levels between the active experimental class and the passive control class. The combination of academic tournaments and Talking Stick media proved effective in creating a fun, competitive, and focused classroom atmosphere, thereby significantly increasing student involvement dynamics. This study contributes to the field of pedagogy by providing empirical evidence that integrating collaborative game-based models with interactive media can effectively address student passivity and enhance learning motivation in religious education contexts.
Social Moral Education Values in Akhlak Lil Banin for Islamic Religious Learning within Multicultural Societies Dhea Arianti; Agus Pahrudin; Ida Faridatul Hasanah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4768

Abstract

Indonesia's multicultural society demands that Islamic Religious Education (PAI) move beyond cognitive mastery toward internalizing social moral values that foster inclusive, tolerant, and harmonious attitudes. However, current PAI practices often emphasize normative memorization over systematic social-moral integration, which limits students' ability to apply these values in real-life multicultural interactions. This study identifies and classifies the social moral values in Akhlak Lil Banin Volume I and examines their significance to PAI within a multicultural framework. Using a qualitative library research design and content analysis, this study examines Chapters 12, 15, 30, 31, and 32 of the text. The findings reveal a structured and substantive framework consisting of six core values: respect for parents, etiquette toward teachers, solidarity among peers, polite communication, personal responsibility, and social discipline. These values create a relational ethical framework that promotes harmony among groups and are very similar to the core competencies of PAI. The study finds that pedagogical strategies such as role modelling, habituation, and moral reflection can effectively integrate these values. Ultimately, Akhlak Lil Banin serves as an applicable pedagogical reference that strengthens students' religious dimensions while contributing significantly to social harmony in a pluralistic society.
Reaction Speed and Blocking Ability in Volleyball Extracurricular Participants at High School Arifuddin Usman; Nafi Basram; Arimbi Arimbi
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4494

Abstract

Blocking ability is one of the technical skills that greatly determines a team's success in volleyball. Blocking effectiveness is influenced by various physical components, including lower leg explosiveness and reaction speed. However, empirical studies examining the relationship between these two physical variables in high school volleyball extracurricular participants are still limited. Therefore, this study aims to analyze the relationship between lower leg explosiveness and reaction speed with blocking ability. This study used a quantitative correlational design with a population of 20 volleyball extracurricular participants at High School 8 Bulukumba using a total sampling technique. Lower leg explosiveness was measured using a vertical jump test, reaction speed using a visual reaction test, and blocking ability using a volleyball blocking skills test. Data was analyzed using Pearson Product Moment correlation. The results showed a positive and significant relationship between lower leg explosiveness and reaction speed with blocking ability. The correlation coefficient (r) value of 0.770 indicates a strong relationship, with the simultaneous contribution of both variables amounting to 59.3% of the variation in blocking ability. Leg explosiveness has been shown to play a crucial role in producing an optimal vertical jump, while reaction speed determines the accuracy of timing and hand position when facing an attack. This study concludes that the synergy between explosive and responsive physical components is the primary foundation for technical success in modern volleyball dynamics at the high school level. Increasing explosive power and reaction speed is essential for optimizing blocking performance in high school volleyball extracurricular programs.
Interactive Video Tutorial Media: Volleyball Smash Skill Learning Outcomes at Senior High School Indra Wisman; Syahruddin Syahruddin; Wahyuni Wahyuni
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4508

Abstract

The lack of effective and structured learning media often hinders the development of complex motor skills, particularly volleyball smashing abilities, among high school students. This study aimed to determine the effect of interactive video tutorial media on volleyball smash learning outcomes at Senior High School 1, Takalar. This study employed a quasi-experimental method with a pre-test and post-test control group design. The sample consisted of 40 students divided into an experimental group (n=20) using interactive video tutorials and a control group (n=20) using conventional methods. The research instrument used was a validated volleyball smash skills test. Data analysis included normality tests, homogeneity tests, and t-tests with a significant level of 0.05. The results indicated that the control group showed no significant difference between pre-test and post-test scores, with the average score remaining stable at 10.00 (p=0.231 > 0.05). In contrast, the experimental group experienced a highly significant increase in the average score from 16.05 to 27.05 (p=0.001 < 0.05). These findings provide strong empirical evidence that interactive video tutorials are significantly more effective in helping students visualize and adopt complex biomechanical movements compared to traditional methods. This research confirms that integrating interactive technology is a valid educational solution for optimizing physical education learning outcomes at the senior secondary level.
Team Games Tournament Cooperative Learning Model on the Understanding of Pancasila Values Students at Elementary School Nova K. Kolway; Titus Gaite; Fransina M. B. Rahaor
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4582

Abstract

The use of less interactive learning models often triggers a low understanding of Pancasila values at the elementary school level. This study aims to examine the effect of the Team Games Tournament (TGT) cooperative learning model on the understanding of Pancasila values ​​in second-grade students at Elementary School 2 Ambon. Using a quasi-experimental design with a pretest-posttest control group design, this study involved 42 students divided into an experimental group (Grade IIA, n=21) and a control group (Grade IIB, n=21). Data was analyzed using descriptive statistics, prerequisite tests, and hypothesis testing through the independent sample t-test. The results showed that the implementation of the TGT model had a significant effect on student understanding, as evidenced by the Sig. (2-tailed) value of 0.012 < 0.05. The experimental group achieved a superior average understanding (mean = 89.05) compared to the control group (mean = 85.71) with an average difference of 16 points in favor of the treatment group. TGT works because it gets students involved by making them compete academically, interact with each other, and practice the values of cooperation and deliberation directly. These findings provide an innovative alternative for educators to strengthen the effectiveness of Pancasila Education through a social constructivist approach in elementary schools.
STAD Learning Model and Learning Styles: Learning Outcomes of Fifth-Grade Students at Primary School Jela A. Rahawarin; Samuel P. Ritiauw; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4595

Abstract

Use of less diverse learning models and neglect of students' learning styles can lead to inferior social studies learning outcomes in elementary school children and a lack of classroom participation. This study examines how the Student Teams Achievement Division (STAD) learning model and learning styles affect fifth-grade social studies learning results in Primary School 2 Latihan Ambon. This experiment used a 2x3 factorial analysis and a posttest-only control group. All Primary School 2 Latihan Ambon pupils were studied, with 42 students divided into an experimental class (22 students) using the STAD model and a control class (20 students) using the TGT model, which stands for Teams Games Tournament, another cooperative learning model. A validated learning style questionnaire and learning outcome test were employed. Data was evaluated with a two-way ANOVA. The research findings showed that: (1) The STAD learning model had a significant effect on student learning outcomes (Sig. 0.000 < 0.05), with the average score of the experimental class (81.667) higher than the control class (63.267). (2) Learning styles have a significant influence on learning outcomes (Sig. 0.000 < 0.05), where students with visual learning styles achieved the highest score (84.400), followed by kinesthetic (69.800) and auditory (63.200). (3) There is a significant interaction between learning models and learning styles on student learning outcomes (Sig. 0.002 < 0.05). This study helps educators map student learning styles before choosing a model. These findings also support the STAD cooperative model's ability to boost primary school social studies material achievement.
Horay Course Review Learning Model: Student Learning Outcomes in Material of Hindu-Buddhist Kingdom in Indonesia Tasya Lumamena; Leonid Ritiauw; Samuel P. Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4596

Abstract

Learning the history of the Hindu-Buddhist Kingdoms in Indonesia is often considered boring by elementary school students due to the broad scope of material and conventional teaching methods, which have an impact on low student learning outcomes in class. This study aims to determine the effect of the Course Review Horay (CRH) learning model on student learning outcomes on the material of the Hindu-Buddhist Kingdoms in Indonesia for fifth-grade students at Elementary School 1 Passo. This type of research is an experimental study with a Pretest-Posttest Control Group Design. The study population included all fifth-grade students of Elementary School 1 Passo, totaling 38 students, consisting of class V-a as the experimental group (19 students) and class V-b as the control group (19 students). The research instrument used a learning outcome test in the form of 30 multiple-choice questions that have been tested for validity and reliability. The data analysis technique used an independent sample t-test with a significance level of 0.05. The results showed a Sig. (2-tailed) value of 0.000 <0.05, which indicates a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 12.053 points higher than that of the control class. Therefore, it can be concluded that the Course Review Horay learning model significantly improves student learning outcomes on the Hindu-Buddhist Kingdoms topic. This research contributes to elementary school teachers' implementation of a fun and interactive cooperative learning model. The CRH model has been proven to create a conducive learning environment to improve students' understanding of narrative history material.
Clay Play on the Creativity of 4–5-Year-Old Children at State Kindergarten A Nur Farika Saputri; M. Yusran Rahmat; Arie Martuty
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4717

Abstract

The development of creativity in early childhood is a crucial aspect in education, but often the stimulation provided is not varied enough. In Amatullah Kire State Kindergarten, the level of creativity of children aged 4–5 years still requires optimization through more interactive and exploratory learning media such as clay play. This study aims to describe the application of clay play to children aged 4–5 years, determine the picture of children's creativity before and after the intervention, and test the effect of clay play on increasing children's creativity in Amatullah Kire State Kindergarten. This study used a quantitative approach with a pre-experimental design of the One-Group Pretest-Posttest type. The study sample consisted of 10 children aged 4–5 years who were given treatment in the form of structured clay play activities. Data was collected through creativity observations and analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. The results showed that the application of clay play went very well with high enthusiasm from children. Children's creativity before treatment was in the medium category ("Starting to Emerge") but increased significantly after treatment to the high category ("Always Emerging"). The Wilcoxon test confirmed a significant effect with a significant value of 0.004 (p < 0.05). It was concluded that clay play is effective in enhancing the creativity of children aged 4–5 years. This study provides a practical contribution for early childhood educators in adopting clay as an effective learning method to optimize children's creative potential. Furthermore, these results serve as a scientific reference for the development of an arts-based curriculum at the kindergarten level.

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