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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 726 Documents
 67   68   69   70   71 
Transforming Teak Branch Waste into Applied Art: Development Eco-Art Learning Module for Junior High School Students Irsan Jafar; Sukarman B; Pangeran Paita Yunus
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.v5i3.4825

Abstract

Arts education in Indonesian schools is often constrained by a reliance on synthetic, non-biodegradable materials and a shortage of contextual instructional resources, limiting student exploration of local media. This study addresses these gaps through the design, validation, and field evaluation of a structured eco-art learning module that guides ninth-grade students in transforming abundant, underutilized teak (Tectona grandis) branch waste in South Sulawesi into functional applied-art products. Developed using the five-phase ADDIE framework, the module’s content and media validity were evaluated by four experts. A field trial was then conducted at Junior High SChool 6 Binamu using validation sheets, student questionnaires, and performance-based artwork assessments. Expert evaluations rated the module as highly feasible, yielding mean validity indices of 88.3% for content and 86.6% for media. In field trials, the mean student response score reached 87.5%, and 90% of participants met or exceeded minimum mastery criteria across technical and creative dimensions. Qualitatively, the module facilitated a pedagogical shift from teacher-centered demonstration to student-centered facilitation, while substituting forestry waste for commercial supplies reduced material costs by approximately 70%. The findings demonstrate that hard organic forestry waste serves as a pedagogically viable, economically resilient medium for applied-art instruction. Furthermore, a well-scaffolded module can foster learner autonomy while advancing environmental sustainability in education. Although limited by a single-school sample without a control group, these formative results warrant broader, comparative validation.
The Dynamics of Parental Supervision of Children's Gadget Use from an Islamic Education Perspective Yusriani Yusriani; Hardi Yanti; Amran Saputra; Nurwahidah Intang; Rifna Safhina; Risna Risna; Siti Hajratul Aswa; Rendi Rendi; Reski Ramadhan; Amirul Mukminin
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.v5i3.4838

Abstract

The development of digital technology has increased the use of gadgets by children, which on the one hand provides benefits as a learning tool, but on the other hand has the potential to cause negative impacts if not accompanied by adequate supervision. This study aims to analyze the dynamics of parental supervision of children's gadget use from the perspective of Islamic education in Taccimpo Village. This study used a qualitative descriptive research type. Data were collected through observation, in-depth interviews, and documentation with 19 informants consisting of parents, children, and religious or community leaders. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results show that gadget use by children in Taccimpo Village is quite high and is mostly used for entertainment activities such as watching videos and playing games. Forms of parental supervision are carried out through limiting gadget use time, accompanying children when using gadgets, regulating the type of content accessed, and providing advice based on religious values. The dynamics of supervision are influenced by several factors, including the level of parental digital literacy, work activities, and the child's social environment. From an Islamic educational perspective, monitoring device use is part of parents' responsibility to guide their children in using technology wisely and adhering to moral and spiritual values. This research emphasizes the importance of strengthening parental digital literacy integrated with Islamic educational values to create a balanced parenting pattern between technology use and character development in children.
Religious Moderation Values through Local-Wisdom-Based Education: An Ethno-Religious Pedagogy of the Barazanji Tradition in an Indonesian Madrasah Fatmawati Fatmawati; Sri Verlin; A. Muh. Iksan Magan Saputra; Rahmi Utami Dewi; Astri Safhira; Jusmiati Jusmiati; Andi Saddam Huzein Arifai; Afdal Afdal; Jumaleng Jumaleng
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4851

Abstract

In an era of accelerating digital information flows, madrasah students are increasingly exposed to radicalism and religious exclusivism, which threaten social tolerance. Conventional, classroom-based religious instruction frequently fails to engage learners’ affective domain, creating a critical need for culturally embedded pedagogies. This study examines how religious moderation values are internalized through the local-wisdom tradition of Barazanji at MTs Irsyadul Salam, Bone, focusing on the mechanisms transforming this oral tradition into character education. Using a descriptive qualitative design with a single-case study approach, the research engaged the principal, teachers, and students as purposively sampled informants. Data were generated through participatory observation of Barazanji extracurricular activities, semi-structured interviews, and documentary analysis. The data were analyzed using the Miles, Huberman, and Saldaña framework, with credibility secured through source and technique triangulation. The findings demonstrate that internalization unfolds through three systematic stages: value transformation (textual introduction), value transaction (collective practice), and trans-internalization (behavioral habituation). This process successfully cultivates four core moderation pillars: tasamuh (tolerance), tawazun (balance), i’tidal (uprightness), and tawasut (the middle path), effectively reconciling religious devotion with Bugis cultural identity. Consequently, the tradition functions as an impactful hidden curriculum. This study contributes a novel ethno-religious pedagogical framework for Islamic education, offering a transferable model for madrasahs seeking to strengthen learner character and pre-empt early-age extremism.
Civics Education Learning and Discipline Character of Fifth-Grade Elementary School Students: A Correlational Study Fintje Oppier; Samuel P. Ritiauw; Lisye Salamor
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.v5i3.4859

Abstract

Discipline character is a cornerstone of Indonesia’s national character education policy, yet empirical evidence linking Civics Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) to disciplinary outcomes in elementary schools remains scarce. This study examined the relationship between PPKn learning and fifth-grade students' discipline character at Elementary School Eri, Indonesia, during the 2024/2025 academic year, quantifying its specific contribution. Utilizing a quantitative correlational design, a total sampling approach was applied to the entire population of 21 fifth-grade students. Data were gathered through validated four-point Likert-scale questionnaires measuring perceived PPKn quality and disciplinary behavior and subsequently analyzed using descriptive statistics and Pearson product-moment correlation. Results indicated that both PPKn learning (M = 81.43, SD = 7.41) and discipline character (M = 83.29, SD = 3.66) were categorized as high. A moderate, positive correlation was observed (r = 0.4229); however, the r-count value fell marginally below the critical r-table threshold (0.433) at α = 0.05, retaining the null hypothesis. The coefficient of determination (R2) revealed that PPKn learning accounts for 17.88% of the variance in discipline character. Although statistically non-significant, the moderate association demonstrates that civics education provides a meaningful, albeit partial, contribution to character formation. The remaining variance points to external factors like family and peers, underscoring the need for ecosystem-based character education strategies and larger-scale replication studies.
Educational Transformation as a Strategic Solution to Prevent Early Marriage: A Quantitative Study among Senior High School Students Nurul Hudayanti Mahas; Besse Mutmainnah; Muhammad Ardi; Muh. Nasrullah Yusri; Rasma Rasma; Afriani Afriani; Muhammad Edwin; Dewi Marwah; Andi B. Daulat Samallangi; Andi Lutfia Qalbi
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4862

Abstract

Early marriage remains a critical socio-economic and public health challenge in Sidrap Regency, South Sulawesi, Indonesia, severely limiting adolescent development and exacerbating school dropout rates. This study examines the effect of educational transformation—operationalized through digital accessibility, a life-skills-based curriculum, and guidance counseling—as a strategic institutional mechanism to mitigate early marriage among vulnerable youth populations. Utilizing a quantitative approach with a cross-sectional survey design, primary data were gathered from 385 senior high school students aged 15–19 years, who were selected via multi-stage stratified random sampling techniques. Multiple linear regression analysis was applied to evaluate empirical relationships. The results demonstrate that educational transformation significantly enhances adolescents’ early marriage preventive intentions, jointly explaining 54.2% of the variance (R2 = 0.542, p < .001). Guidance counseling emerged as the most dominant predictor (β = 0.441), followed by the life-skills curriculum (β = 0.394) and digital accessibility (β = 0.162). These findings suggest that optimizing institutional support frameworks, particularly school counseling services and integrated reproductive-health literacy, offers the most potent lever for behavior modification. Theoretically, this research bridges educational sociology and macro-social adolescent behaviors. Practically, it provides a robust, data-driven framework for the Sidrap Regency government and educational policymakers to implement targeted, curriculum-based interventions to systematically reduce regional early marriage rates while highlighting the critical need for sustainable multi-sectoral collaborations.
STEM Integration as a Catalyst for Learning Revolution in Madrasah Education: The Context of Industry 4.0 and Society 5.0 Satriani Satriani; Besse Mutmainnah; Baso Syafaruddin; Syamsuddin Semmang
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4865

Abstract

The rapid progression of Industry 4.0 and Society 5.0 demands a fundamental paradigm shift in educational practices within Islamic junior high schools (MTsS), which traditionally rely on passive, teacher-centered pedagogies. This study examines the urgency and empirical effectiveness of implementing the STEM approach as an instrument of learning revolution at MTsS As’adiyah Kajuara, South Sulawesi, Indonesia. Employing a descriptive qualitative case study design, data were gathered via participant observation, semi-structured interviews with science and mathematics educators and students, and documentation analysis of STEM-based lesson plans, student project portfolios, and prototype products. Data credibility was established through triangulation and member-checking, while analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that STEM integration generated a 25% average improvement in students’ critical thinking skills, specifically enhancing analysis (+22%), creative problem-solving (+30%), and collaboration (+23%). Students successfully engineered context-specific technological prototypes, including a gravity-fed automatic irrigation system and a computational zakat calculator synthesizing Islamic jurisprudence with algorithmic logic. Despite physical laboratory constraints, the strategic utilization of virtual laboratories (PhET simulations) and digital collaboration platforms (Google Classroom) served as primary enablers. Ultimately, this study demonstrates that STEM-based pedagogy constitutes an empirically validated catalyst for educational reform. Fusing Islamic values with technical frameworks establishes a distinctive "Humanistic STEM" model aligned with Society 5.0 imperatives, supporting broader curricular adoption across resource-constrained religious institutions.
Quality of Sociology Learning Through Reflection-Embedded STAD Cooperative Learning: An Indonesian Senior High School Sadri Sadri
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4869

Abstract

Sociology education in secondary schools is expected to develop critical thinking and sociological reasoning, yet instruction often remains teacher-centred and weakly participatory, limiting both the quality of the learning process and the depth of conceptual understanding. This study examined whether embedding a structured cooperative-reflection phase within the Student Teams–Achievement Divisions (STAD) model could improve the process and outcome quality of sociology learning. Using a two-cycle classroom action research design based on the Kemmis and McTaggart model, the intervention was implemented with 40 Grade XI students at a public senior high school in Wajo, Indonesia. Process quality was monitored through structured observation of individual and group engagement, and learning outcomes were assessed through validated end-of-cycle tests; data were analysed using qualitative thematic coding and descriptive statistics, with classical mastery set at 85% as the success criterion. Classical mastery rose from 92.5% in Cycle I to 100% in Cycle II, and the proportion of students reaching the highest achievement band increased from 85% to 97.5%. More notably, observed engagement indicators—question-asking, volunteering, and contributing to peer groups—were initially low in Cycle I and improved after reflection-informed adjustments such as group rotation and stronger scaffolding in Cycle II. The findings suggest that the gains were driven less by raising bare pass rates, which were already high, than by deepening engagement and consolidating understanding through structured reflection. The study contributes a transferable, reflection-embedded variant of STAD for sociology teaching while acknowledging the limits of single-class action research.
Mahabbah as Curriculum: Actualizing a Love-Based Framework for Cultivating Intellectual-Ulama in Indonesian Islamic Boarding Schools Baso Syafaruddin; Harling Danil; M. Sarda; Ahmad Rahanyaan
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4934

Abstract

Contemporary Islamic education confronts a persistent epistemological dichotomy between religious and secular knowledge, producing graduates who are intellectually competent yet morally underdeveloped, or ritually observant yet socially disengaged. This study investigates how a mahabbah-based (love-based) curriculum is actualized at the As’adiyah Sengkang Islamic Boarding School (pesantren), Indonesia, aiming to reconstruct an intellectual-ulama profile that integrates revelatory and rational knowledge within a holistic educational paradigm. An intrinsic qualitative case study design was employed. Data were generated through twelve months of participatory observation, purposively sampled in-depth interviews with 18 participants (leaders, curriculum specialists, and students), and systematic document analysis. Thematic analysis followed the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through source/methodological triangulation, member checking, and prolonged engagement. The findings reveal that five interconnected dimensions of mahabbah—transcendental, humanistic, intellectual, ecological, and civic—function as the ontological and epistemological spine of the curriculum. Each dimension features discernible curricular, pedagogical, and evaluative manifestations that collectively reinforce the intellectual-ulama profile. This mahabbah-based curriculum represents a theoretically grounded and practically viable model for resolving the knowledge dichotomy in Islamic education. It advances a holistic curriculum paradigm wherein love operates as a transformative educational force, offering a replicable framework for pesantren and broader Islamic educational institutions globally.
Sipanundu' Madandan Traditional School as a Cultural Education Space for Preserving Local Wisdom Gracesika Datu Mangontan; Rahma M; Nurlina Syahrir
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4976

Abstract

Amid accelerating modernisation and digital globalisation, indigenous communities face mounting pressure to sustain intergenerational cultural transmission. This qualitative single-case study investigates Sipanundu' Madandan Traditional School (Sekolah Adat Sipanundu' Madandan) — a non-formal indigenous learning institution established in Madandan sub-district, Tana Toraja Regency, South Sulawesi, Indonesia — as a cultural education space for preserving Torajan local wisdom. Data were generated through in-depth interviews, participatory observation, and document analysis, and were subjected to interactive analysis (reduction, display, verification) with triangulation to ensure trustworthiness. Findings reveal seven interconnected roles fulfilled by the school: (1) reflective preservation of customary practices; (2) character education grounded in indigenous values; (3) intergenerational transmission of ancestral knowledge; (4) strengthening of Torajan identity; (5) complementary partnership with formal schooling and the church; (6) provision of a community dialogue space; and (7) revitalisation of Torajan language and artistic expression. Seven clusters of local wisdom values are identified as the pedagogical core, including sipanundu' (mutual support), Tallulolona (ecological equilibrium), Sipakaboro' (mutual care), and kada disedan sarong (oral ethical literature). Enabling factors include elder engagement, strong community ownership, and experiential learning methodology; inhibiting factors encompass digital cultural competition, facilitator regeneration urgency, funding constraints, and limited local government recognition. These findings contribute an ethno-pedagogical model demonstrating that community-based indigenous education can serve simultaneously as a mechanism of cultural heritage preservation, character formation, and social cohesion.
Differentiated Learning Via Gallery Walk: Improving Pancasila Student Profiles and Learning Outcomes in Indonesian Elementary Education Harmah Harmah; Supriadi Supriadi; Abdul Wahid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4978

Abstract

Accommodating learner diversity under Indonesia’s Independent Curriculum (Kurikulum Merdeka) remains a persistent challenge, particularly in balancing cognitive competencies with the character-building dimensions of the Pancasila Student Profile (Profil Pelajar Pancasila, PPP). Conventional, lecture-centered instruction frequently fails to engage diverse learning styles or foster collaborative character formation. This Classroom Action Research (CAR) study investigated how integrating differentiated instruction with the Gallery Walk model enhances instructional quality, cognitive learning outcomes, and core PPP dimensions (cooperation, critical reasoning, and creativity). Following the Kemmis and McTaggart spiral model, the study was conducted over two reflective cycles with 23 fourth-grade students at Elementary School Inpres Lantebung, Makassar, Indonesia. Data were gathered using validated observation rubrics, PPP assessment instruments, and summative tests, and then analyzed through mixed descriptive methods. The results demonstrated substantial progress: the mean class score rose from a pre-cycle baseline of 64.35 to 73.91 in Cycle I, and 85.22 in Cycle II, yielding a 32.4% total gain. Classical mastery increased sharply from 30.43% to 69.60%, reaching 100% by Cycle II. Concurrently, PPP indicators advanced from "Low" to "Developing as Expected" (Berkembang Sesuai Harapan), with zero student regression. Synthesizing differentiated learning with the Gallery Walk model establishes an inclusive, kinesthetically engaging, and participatory learning ecosystem. This synergy offers a scalable framework for successfully operationalizing national curriculum mandates.

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