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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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The Influence of Cooperation and Skills on Extracurricular Volleyball Performance at High School Maharani Masyita; Rusli Rusli; M. Adam Mappaompo
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4808

Abstract

Optimal performance in school sports relies on individual capabilities and team dynamics, yet the empirical balance between technical skills and teamwork remains unclear. This study examines the independent and simultaneous effects of volleyball technical skills and teamwork on extracurricular performance at High School 2 Maros. Using a quantitative approach with an explanatory and correlational design, this study applied total sampling to all program members (N = 30). Data gathered via Likert-scale questionnaires, observations, and documentation were analyzed using descriptive statistics, assumption tests, Spearman correlation, and multiple linear regressions in SPSS. The results indicate that technical skills (X1) have a positive and significant effect on performance (Y), with a regression coefficient of 0.873 (t = 3.554; p = 0.001 < 0.05) and a moderate correlation (r = 0.462). Conversely, teamwork (X2) shows a positive but non-significant independent effect (coefficient = 0.153; p = 0.578 > 0.05; r = 0.191). However, simultaneously, both variables exert a significant joint effect on performance (F = 6.942; p = 0.004 < 0.05). This study contributes to sports pedagogy by demonstrating that extracurricular volleyball success is predominantly driven by individual technical skill mastery. It provides actionable insights for coaches to prioritize rigorous technical training while maintaining teamwork as a complementary predictive factor to optimize student athletic outcomes.
The Student Learning Outcomes in Science and Social Studies (IPAS): Picture Media at Primary School Benselina Erlina Unawekla; Fransheine Rumtutuly; Jekriel Septory
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4827

Abstract

This research is motivated by the low learning outcomes of students in Natural and Social Sciences (IPAS) in the fourth grade of Kaiwatu Christian Primary School, Southwest Maluku Regency. This study aims to describe and analyze the improvement in IPAS learning outcomes through the application of image media using the Kemmis and McTaggart spiral model. The method used is Classroom Action Research (CAR) implemented in two cycles. The research subjects consisted of 16 fourth-grade students in the 2024/2025 academic year. Data collection techniques included learning outcome tests, observation, and documentation. The results showed a consistent positive trend in quantitative indicators at each stage. In the pre-cycle stage, the class average only reached 65 with a critical classical completion of 19% (3 students). After the intervention in Cycle I, the average score increased to 70 with a classical completion of 44% (7 students). Following reflection-based corrective actions in Cycle II—conducted through enrichment of image variations, intensification of visual-based question-and-answer sessions, and group strengthening—the class average jumped to 78 with an absolute classical completion rate of 100% (all 16 students met the learning objective achievement criteria). This study concludes that the application of image media successfully transforms the learning process from verbalistic and conventional into more visual, interactive, and contextual. Theoretically and practically, this visualization is highly effective in strengthening cognitive schemas and fostering active engagement for primary school students at the concrete operational stage.
The Experiential Learning Model in Social Studies Instruction to Improve Learning Outcomes at Elementary School Cornelia Narahawarin; Samuel P. Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4843

Abstract

Social Studies learning at the elementary school level faces challenges due to low student learning outcomes caused by passive, conventional instructional methods. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 1 Passo through the experiential learning model. Utilizing a Classroom Action Research design across two cycles, this study involved 19 students. Data were collected through learning outcome tests and observation sheets, then analyzed using descriptive quantitative techniques. The findings demonstrated progressive improvement: the class average rose from 57.73 (Poor) in the pre-test to 68.6 (Sufficient) in Cycle I and reached 81.5 (Good) in Cycle II. The model eliminated the Poor and Very Poor categories starting from Cycle I, culminating in a 100% classical completion rate in Cycle II, where 52.63% of students achieved the good category and 47.37% reached Very Good. Furthermore, optimizing the abstract conceptualization and active experimentation stages effectively strengthened higher-order thinking skills (HOTS), evidenced by a significant score increase in the highest-weight assessment aspect from 50.10% to 37.1 (out of 50). This study concludes that from a constructivist perspective, the experiential learning model exerts a transformative impact by habituating a systematic learning cycle, integrating concrete experiences, reflective observation, conceptualization, and practical application. This approach actively constructs student understanding and successfully bridges abstract social studies concepts into meaningful, applicable knowledge for elementary school students.
Are the Motivated Learners the Autonomous Ones? Monica R. Cabanding
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4845

Abstract

While theoretical frameworks connect language learner autonomy with identity-oriented motivation, empirical literature often overlooks how pre-service teachers’ long-term professional identities interact with autonomous learning. This study addressed this gap by examining the relationship between pre-service teachers' English learning motivation and their self-assessment as autonomous ESL learners. Utilizing a correlational design, survey data from 243 respondents were analyzed using simple regression analysis. Results indicated high overall motivation (M = 4.19), primarily driven by international orientation (M = 4.45) and professional instrumentality (M = 4.22). Concurrently, respondents demonstrated a high level of learner autonomy (M = 3.92), characterized by strong learning accountability (M = 4.35). However, critical academic vulnerabilities emerged, specifically a dip in oral communication self-efficacy (M = 3.90) and weaknesses in time-related self-management (M = 3.53). Regression analysis confirmed that motivation significantly and positively predicts learner autonomy (β = 0.32, p < .001), accounting for 11% of its variance (R2 = 0.11). This study underscores the critical role of identity-driven motivation in fostering learner independence. Pedagogically, it implies that teacher education programs must pivot from achievement-oriented targets to design holistic curricula that intentionally cultivate global motivations while integrating structured interventions to reinforce behavioral time discipline and oral communication confidence among future language teachers.
Deep Learning Approach to Improve Student Learning Outcomes in Social Studies at Elementary School Ferlin Mega Notanubun; Ode Abdurrachman; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4852

Abstract

Social Studies (IPS) learning in fifth graders of Elementary School Lumahlatal is still dominated by a teacher-centered paradigm that impacts low student learning outcomes, so a more active and student-centered alternative approach is needed. This study aims to determine the effectiveness of the implementation of the deep learning approach in improving social studies learning outcomes in fifth graders of Elementary School Lumahlatal. Using a quantitative method with a pre-experimental one-group pretest-posttest design, this study involved 21 students in the even semester of the 2025/2026 academic year as a sample. Data was collected through observation, documentation, and test instruments that had been tested for validity on 15 questions (rcount > 0.456) and had very high reliability (Cronbach's Alpha 0.976). Data analysis using the Shapiro-Wilk normality test showed a normal data distribution (sig. > 0.05). The results of the study showed a significant transformation in student learning completion from 28.60% in the pretest to 100% in the posttest, with an average score increasing from 61.35 to 84.5. An N-Gain score of 0.69 confirmed that this approach was effective in the "Moderate" category. This study proves that the integration of joyful, mindful, and meaningful learning components in deep learning can provide a significant positive impact on material mastery compared to conventional methods, while contributing to the transformation of the learning paradigm to a student-centered one.
Discovery Learning Model on Improving Social Studies Learning Outcomes at Primary School Intan Sari Kowarin; Nathalia Yohana Johannes; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4853

Abstract

Social Studies (IPS) learning is often passive and teacher-centered, resulting in low student engagement and suboptimal learning outcomes. This study aims to examine the effect of the Discovery Learning model on improving Social Studies learning outcomes in fifth-grade students of Warwut Public Primary School, Maluku Province, Indonesia. The approach used was quantitative with a pre-experimental design (One-Group Pretest-Posttest Design). The research subjects included all 21 fifth-grade students, selected using a total sampling technique. Data were collected through a validated multiple-choice learning outcome test instrument (Cronbach's Alpha = 0.862) and an observation sheet. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test using SPSS version 27. The results showed a significant increase in the average score from 65.10 in the pretest to 87.38 in the posttest, with a mean gain of 22.28 points. The normality test confirmed that both data were normally distributed (p > 0.05). The hypothesis test obtained a significance value of 0.000 (p < 0.05), so the null hypothesis was rejected. These findings confirmed that the application of Discovery Learning through six syntactic stages—stimulation, problem identification, data collection, data processing, proof, and drawing conclusions—significantly improved students' social studies learning outcomes. Practically, this study successfully transformed the conventional passive instruction pattern into active, student-centered learning. This model was proven effective in increasing student engagement, critical thinking skills, and conceptual understanding at all levels of academic ability.
Analysis of Entrepreneurial Interest of Mathematics Education Students: A Study at Higher Education Hariaty Hamid; Nurmala R; Nur Afni Oktavia
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4863

Abstract

Mapping the entrepreneurial intention of pre-service exact science teachers is crucial for understanding graduate readiness in competitive job markets, particularly within the unique socio-economic context of border regions. This study analyzes the level of entrepreneurial intention among Mathematics Education students at Universitas Borneo Tarakan (UBT) and identifies its key drivers and barriers. Employing a quantitative descriptive-exploratory design, primary data were gathered from 53 active students via a validated questionnaire. The empirical results demonstrate a high level of entrepreneurial intention (Grand Mean = 3.72 on a 1–5 scale). The absolute majority (70%) fell into the high-interest category, with 15% already managing active businesses. The primary internal drivers had a very high positive attitude (4.10) and robust self-efficacy (3.85), which translated into a strong preference for "edupreneurship" ventures like independent tutoring centers and digital learning content development. Conversely, a critical psychological bottleneck was identified in risk management; the courage to take risks scored the lowest (3.25, medium category) due to capital anxiety and a highly calculative mathematical mindset. However, environmental influences (subjective norms) served as a strong counterweight (3.68). To bridge the intention-action gap, university policymakers must reform the curriculum by integrating practical business simulations and financial risk mitigation to foster regional economic resilience.
Self-Directed Learning Model: Communication, Collaboration, Critical Thinking, Creativity (4C) Skills for Elementary School Students Nurul Fachriyah; Abdul Wahid; Syarifah Nur Fajrin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4933

Abstract

The challenges of modern education demand mastery of 21st-century skills (4Cs), but their implementation is often hampered by conventional learning patterns that have not been able to stimulate student independence. This study aims to analyze the application and influence of the Self-Directed Learning (SDL) model on Communication, Collaboration, Critical Thinking, and Creativity (4Cs) skills in fourth-grade students at Elementary School Inpres Paccerakkang, Makassar City. The method used is quantitative with a pre-experimental design, involving a sample of 29 students selected through a saturated sampling technique. The results of the study indicate that the application of the SDL model is effective in creating an active learning atmosphere and increasing student motivation. Furthermore, the hypothesis test shows a significant influence of the SDL model on 4Cs skills with a significance value of 0.00 < 0.05. This proves that the independent learning approach is empirically able to improve students' integrative abilities. Practically, this research contributes to educators implementing innovative student-centered strategies, as well as being a strategic reference for schools to produce graduates who are adaptive to the demands of the times through developing independent learning from an early age.
The Effectiveness of a Differentiated Learning Approach: Creativity and Elementary School Students' IPAS Learning Outcomes Asmaul Husna Kasim; Supriadi Supriadi; Erwin Nurdiansyah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4949

Abstract

This research is motivated by the low level of creativity and student learning outcomes in Natural and Social Sciences (IPAS) subjects in grade V at Elementary School Lantebung, Makassar City, which is caused by conventional learning processes that have not accommodated the diversity of student characteristics. The purpose of this study is to test the effectiveness of the implementation of a differentiated learning approach in improving students' creativity and learning outcomes in IPAS. The research method used is a quasi-experimental design with the one-group pretest-posttest design on 37 grade V students. Data collection techniques were carried out through learning outcome tests, observations of teacher and student activities, and creativity assessments. Data was analyzed using descriptive statistics and paired sample t-tests. The results showed a significant transformation in the classroom ecosystem, marked by a progressive increase in teacher pedagogical competence (64% to 93%) and student learning activities (60% to 89%). Academically, the average value of learning outcomes increased sharply from 47.43 to 76.89 (t = 18.073; p < 0.000), with a drastic decrease in standard deviation from 11.99 to 6.38, proving a reduced understanding gap among students. Furthermore, this strategy significantly stimulated all aspects of divergent thinking (t = 26.760; p < 0.000), with optimal development in flexibility and elaboration. In conclusion, differentiated learning is an empirically valid, effective, and inclusive model that is highly adaptive to students' characteristics, interests, and learning readiness in maximizing both cognitive potential and creativity in elementary schools.
Competence, Tech Innovation, and Islamic Work Culture: Driving Performance and Its Implications for Quality in Islamic School Syamsul Bahri; Ansar Amir
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4966

Abstract

This study examines the influence of competence, technological innovation, and Islamic work culture on educators’ performance and its implications for educational quality in madrasahs. The research employs a quantitative explanatory approach with a survey method. The population consists of Islamic School teachers in Makassar City, including Madrasah Ibtidaiyah, Tsanawiyah, and Aliyah, with a sample of 88 respondents selected using the Slovin formula. Data was collected through questionnaires and analyzed using multiple linear regression and path analysis with SPSS. The structural model analysis shows that competence, technological innovation, and Islamic work culture simultaneously contribute 76.4% to the performance of teaching and education staff, with technological innovation as the most dominant determinant, underscoring the importance of digital adaptation for work efficiency in the modern era. Furthermore, the integration of these three independent variables with performance provides a significant simultaneous contribution of 79.6% to the quality of education, where Islamic work culture emerges as the most dominant factor, confirming that the internalization of spiritual values is the main foundation in realizing quality education services. Through path analysis, performance is proven to play a significant role as a mediating (intervening) variable, indicating that the acceleration of achieving educational quality in madrasahs cannot stand alone but must be realized gradually through optimizing the actual performance of teachers and staff first. 

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