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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
 64   65   66   67   68 
Accessibility of Sports Facilities and Its Impact on Skill Development Among Junior and Senior High School Student-Athletes Ians Aprilo; Poppy Elisano Arfanda; 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.v5i3.4971

Abstract

In rapidly developing urban areas like Makassar City, the commercialization of public spaces often limits school-aged athletes' access to standardized training infrastructure, presenting a structural barrier frequently overlooked in sports pedagogy. This study analyzes the relationship between sports facility accessibility and the skill development of junior and senior high school student-athletes in Makassar. Employing a quantitative correlational design with a cross-sectional approach, the study involved a purposive sample of 30 student-athletes aged 12–15 years with a maximum of two years of training experience. Facility accessibility was measured via a comprehensive questionnaire, while motor skills were assessed through a standardized basic sports skills test, controlling for training frequency and motivation. Data were analyzed using Pearson and partial correlation tests. The results revealed a positive, significant, and moderate relationship between sports facility accessibility and student-athlete skills (r = 0.465; p = 0.001). Training frequency (r = 0.435; p = 0.002) and motivation (r = 0.413; p = 0.002) also significantly correlated with skills. Crucially, partial correlation confirmed that the facility accessibility-skill relationship remained independently significant even after controlling for both frequency and motivation (r = 0.405; p = 0.003). This study proves that the physical environment acts as an independent determinant of motor performance within urban sports pedagogy and sociology. Practically, it provides an empirical foundation for policymakers to design school-centered, highly accessible sports infrastructures to secure sustainable youth athlete development.
Development and Validation of an Aerobic Exercise Adherence Questionnaire for Female College Students Poppy Elisano Arfanda; Ians Aprilo; M. Adam Mappaompo; Arimbi Arimbi
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.v5i3.4972

Abstract

Exercise adherence is a crucial factor in the success of an aerobic dance program; however, valid and reliable measurement instruments to evaluate this compliance among college students remain limited. This study aims to test the psychometric properties of an exercise adherence questionnaire for aerobic dance programs specifically tailored for college students. The study employed a descriptive quantitative approach with an instrument validation study design. The research subjects consisted of 30 female college students who regularly participated in an aerobic dance program. The research instrument was a workout adherence questionnaire consisting of 18 statements with a five-point Likert scale, covering five main dimensions: exercise motivation and commitment, comfort and enjoyment, perceived benefits of exercise, sustainability and consistency, and barriers and time management. Validity testing was carried out using Pearson Product Moment correlation, while reliability testing was analyzed using Cronbach's Alpha coefficient. The analysis results showed that all 18 statement items were declared construct valid, with calculated r values ranging from 0.568 to 0.745, which all exceeded the r table value of 0.361 at the 0.05 significance level, with the highest indicator representation in the perceived benefits of exercise dimension. Furthermore, the instrument demonstrated very stable internal consistency with a Cronbach's Alpha coefficient of 0.862, categorized as high reliability. Consequently, this questionnaire proved adaptive to the unique characteristics of aerobic exercise as a rhythmic and dynamic group sport, providing a valid, objective, and reliable assessment tool that is highly recommended for use by researchers and exercise practitioners to evaluate program adherence in the future.
Optimizing Islamic and Character Education Outcomes Through Everyone is a Teacher Here (ETH) Learning Model Romi Yanda; Istihana Istihana; Sunarto Sunarto
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.v5i3.4995

Abstract

The low achievement of student learning outcomes in Islamic and character education at Junior High School 15 Krui demands innovative strategies. The Everyone Is a Teacher Here (ETH) model encourages active participation, peer dialogue, and critical reflection to optimize students' competencies. This study aims to test the effectiveness of the ETH model in optimizing Islamic and character education learning outcomes. A quantitative approach with a quasi-experimental design was used. The population comprised 93 eighth-grade students; simple random sampling assigned class VIII-2 (n = 47) as the experimental group and class VIII-1 (n = 46) as the control. The experimental group received treatment over three meetings using seven ETH syntaxes, while the control group followed conventional learning. The research data was comprehensively collected from the respondents, and the instrument was declared valid and highly reliable (Cronbach's alpha: 0.89). Data was analyzed using an independent samples t-test. The results showed a statistically genuine and significant difference in learning outcomes between the experimental and control groups (t = -2.504; p = 0.015 < 0.05). The experimental group achieved a substantially more optimal academic impact, confirming that the dynamic ETH syntax effectively boosts material mastery and fosters an active-collaborative classroom climate. In conclusion, implementing the ETH model significantly optimizes Islamic and character education outcomes. Practically, integrating ETH is highly recommended to facilitate adaptive, inclusive, and participatory learning that strengthens student competencies without relying heavily on high-level technological infrastructure.
Padlet-Based Predict Observe Explain (POE) Learning Model: Learning Outcomes of PAI and Character Education Rosyadi Tomi; Baharudin Baharudin; M. Indra Saputra
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.v5i3.4996

Abstract

This research is motivated by low student learning outcomes in Islamic Religious Education (PAI) and Character Building at Middle School 7 Krui, particularly in higher-order thinking skills (C5 and C6). This issue stems from monotonous teaching methods, varied student comprehension levels, limited media, and low motivation. This study aims to determine the effect of the Padlet-based Predict-Observe-Explain (POE) learning model on student learning outcomes. Using a quantitative approach with a quasi-experimental, post-test only control group design, the sample comprised two classes: an experimental class taught via the Padlet-based POE model and a control class taught conventionally. Data were collected using validated and reliable multiple-choice tests, then analyzed using normality, homogeneity, t-test, and Mann-Whitney tests. The results showed a significant difference in learning outcomes between the two groups, with a t-test significance value of 0.030 and a Mann-Whitney test value of 0.040 (p < 0.05). This indicates that the Padlet-based POE model effectively improves learning outcomes, especially in critical and analytical thinking. This success is driven by the POE syntax—prediction, observation, and explanation—integrated with interactive digital media, which enhances student activity, motivation, and comprehension. In conclusion, the Padlet-based POE learning model has a positive and significant influence on student learning outcomes. It serves as an innovative and effective alternative learning strategy for Islamic Religious Education and Character Education.
Challenges of Inclusive-Responsive Leadership in Public High Schools: Mapping the Socio-Cultural and Policy Contexts Sitti Habibah
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.v5i3.5001

Abstract

Despite national mandates for inclusive education, implementing inclusive-responsive leadership in Indonesian public high schools faces complex hurdles. This study maps the challenges of inclusive-responsive leadership by examining the socio-cultural and policy contexts within public high schools in South Sulawesi, exploring how school leaders navigate the gap between formal inclusion regulations and local cultural expectations. Employing a qualitative approach, a multi-site case study design was utilized across several schools. Data were collected through semi-structured interviews with principals and policy stakeholders, alongside regional policy document analysis, and interpreted using thematic analysis focusing on leadership adaptability. The results reveal three primary challenges: (1) policy-practice decoupling, where inclusive regulations lack technical guidelines for local execution; (2) socio-cultural barriers, including traditional paradigms viewing inclusion as a peripheral value; and (3) resource scarcity, specifically a lack of specialized pedagogical training for leaders. The study finds that while leaders show high commitment, their actions are restricted by a compliance-based rather than a value-based approach. This research contributes to educational leadership discourse by providing a localized mapping of inclusion challenges in a non-Western context. It offers insights for policymakers to harmonize national standards with socio-cultural specificities, advocating for a leadership model that is both policy-compliant and culturally responsive.
Mathematics Education Students' Adaptation to the Digital Learning Ecosystem Agusalim Juhari; Sitti Habibah
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.v5i3.5002

Abstract

The transition to a Digital Learning Environment (DLE) in mathematics education often highlights a gap between rigid instructional delivery and students' diverse sensory preferences. This study aims to analyze the prevalence of learning styles among mathematics education students at Universitas Negeri Makassar (UNM) and explore their interactions with digital platforms. Employing a descriptive quantitative design, data were gathered via a standardized learning style inventory and a digital engagement questionnaire, then analyzed using descriptive statistics. The results reveal a structured hierarchical distribution dominated by visual learners (45%), followed by multimodal individuals (30%), and auditory learners (25%). These modalities directly dictate technology interaction patterns: visual students excel with dynamic geometry software and video tutorials, whereas auditory learners rely on audio-based discussions and podcasts. Notably, multimodal students exhibit the highest adaptability within Learning Management Systems (LMS) due to their capacity to simultaneously process dual sensory inputs. This research offers critical empirical insights into higher education pedagogy within the Indonesian context. It concludes that a successful digital transition requires a strategic shift toward a Dual-Coding instructional model that harmonizes dynamic visualizations with auditory narratives, thereby fostering an inclusive, adaptive, and highly effective mathematics learning environment.
Visual and Auditory Learning Styles in Mathematics Learning in the Digital Era for College Students Takdirmin Takdirmin; Agusalim Juhari
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.v5i3.5003

Abstract

In the digital era, higher education mathematics faces challenges in aligning complex material with diverse student learning styles. The mismatch between traditional teaching methods and students' sensory preferences often hinders the understanding of abstract concepts within dominant digital platforms. This study aims to analyze and describe the tendencies of visual and auditory learning styles among mathematics education students at Muhammadiyah University of Makassar within digital learning contexts. Employing a qualitative descriptive approach, data were gathered through a Visual-Auditory-Kinaesthetic (VAK) questionnaire, observations of digital learning activities, and in-depth interviews. The data analysis process—comprising data reduction, data presentation, and conclusion drawing—mapped how these learning styles influence student interaction with digital media. The results revealed that students' learning styles are dominated by visual (55%) and auditory (35%) tendencies. Visual learners excelled in interacting with dynamic mathematical software simulations and structured instructional videos, while auditory learners processed concepts more effectively through synchronous discussions on video conferencing platforms and educational podcasts to construct procedural logic. Furthermore, the findings indicate a significant behavioral shift toward multimodal adaptability, where students independently leverage technological features to overcome the limitations of unipolar material. Theoretically, this research contributes to developing adaptive mathematics pedagogical strategies in higher education. Practically, these insights recommend the implementation of Differentiated Learning strategies and a Universal Design for Learning (UDL)-based curriculum that integrates interactive visual elements and clear auditory narratives to minimize cognitive barriers, thereby optimizing students' mathematical literacy.

Page 68 of 68 | Total Record : 677

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