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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 721 Documents
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AI-Generated Instructional Animation for Local Cultural Literacy: A Design and Development Study in Indonesian Islamic Secondary Education Nurhasanah Nurhasanah; Nurlina Sjahrir; Johar Linda
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.v5i4.5000

Abstract

Global digital penetration has intensified a cultural literacy deficit among adolescents, including Indonesian Islamic secondary school (Madrasah Aliyah) students who increasingly engage with globalized content at the expense of indigenous heritage. This study developed and evaluated an AI-generated animation video focusing on the Karampuang Traditional House to strengthen local cultural literacy at Madrasah Aliyah Negeri (MAN) 1 Sinjai, South Sulawesi. Utilizing a Research and Development (R&D) framework, this study integrated the ADDIE model and the Multimedia Development Process (MDP). Evaluation involved expert validation from multimedia technology and cultural heritage specialists, followed by a school-based implementation trial with 104 students. Data were gathered using structured Guttman-scale questionnaires assessing perceived educational usefulness and visual attractiveness. Content expert validation yielded a perfect feasibility score of 100%, whereas media expert validation reached 83.3%, requiring minor visual refinement. Field testing revealed that 92.3% of students rated the tool as "highly beneficial" for cultural literacy, and 92.3% judged it "highly attractive," with zero negative responses recorded across both metrics. AI-generated animation, when developed via systematic instructional frameworks and rigorous validation, provides a pedagogically sound, technically viable medium for cultural education among digital natives. These findings underscore the capacity of generative AI as an innovative instrument for cultural preservation and transmission within formal Islamic education settings to effectively bridge the digital-heritage divide.
Collaborative Professional Development for Identifying English Learning Potential in Elementary Students with Intellectual Disabilities Lum Pan Hpaulu
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.v5i4.5004

Abstract

This systematic narrative review investigates the impact of collaborative professional development (CPD) models—including co-teaching and inclusive instruction—on the capacity of elementary educators to identify and nurture English language learning potential in students with intellectual disabilities (ID). Drawing on a comprehensive synthesis of peer-reviewed empirical studies, theoretical frameworks, and case studies published between 2006 and 2025, the review reveals that effective CPD significantly shifts teacher perceptions from deficit-based to potential-oriented mindsets, thereby enhancing teacher self-efficacy and the implementation of inclusive pedagogical practices. Key findings demonstrate that interdisciplinary collaboration—particularly through Child Study Teams (CSTs)—supports teachers in differentiating between genuine language acquisition challenges and intellectual learning disabilities, thereby enabling more accurate educational placements. Despite these documented benefits, persistent systemic barriers hinder CPD implementation, including inadequate planning time, budgetary constraints, and inconsistent administrative support. This review concludes that cultivating a culture of shared professional responsibility, supported by structured, job-embedded development programs, is essential for establishing equitable learning environments in which students with ID can achieve their full educational potential.
Think Pair Share Learning Model Based on Differentiated Instructions: Improving Civics Learning Outcomes in Elementary School Students Dahlia Dahlia; Abdul Wahid; Wahyullah Alannasir
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.v5i3.5078

Abstract

Low Civics (Pancasila and Citizenship Education/PPKn) learning outcomes in elementary schools remain a persistent challenge, often attributed to teacher-centered instruction that fails to accommodate learner diversity. This study aimed to improve PPKn learning outcomes among fifth-grade students by implementing the Think Pair Share (TPS) cooperative learning model integrated with Differentiated Instruction (DI) strategies. A Classroom Action Research (CAR) design following the Kemmis and McTaggart cyclical model was employed across two intervention cycles. Thirty fifth-grade students (17 male, 13 female) at Elementary School 1 Sabaru, Indonesia, participated in the study. Data were collected through written cycle tests, structured observation sheets for teacher and student activity, and documentation analysis. Classical completion rates and descriptive statistics were used for quantitative analysis, complemented by narrative qualitative reflection. Classical mastery improved dramatically from 23.3% at baseline to 66.7% after Cycle I and 90.0% after Cycle II, surpassing the 85% success threshold. Teacher activity scores rose from 56% (low qualification) to 94% (very high qualification), while student activity scores increased from 33% (very low) to 83% (very high) across the two cycles. The integration of TPS and differentiated instruction created an inclusive, student-centered classroom climate that significantly enhanced conceptual understanding, critical thinking, collaborative skills, and learner confidence. These findings provide empirical support for adopting the TPS-DI model as a transformative pedagogical strategy in elementary Civics education.
Linguistic and Non-Linguistic Barriers to Maritime English-Speaking Proficiency: A Qualitative Investigation at Barombong Merchant Marine Polytechnic Sarce Sampe Bungin; Nursyam Nursyam; Ratno Ratno; Lilik Yulianingsih; Ariswanto Sa’pang
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.v5i4.5158

Abstract

Maritime English-speaking proficiency is a critical competency for seafarers to ensure safe and effective international maritime communication. However, speaking performance among vocational maritime cadets in Indonesia routinely falls below required global standards. This qualitative descriptive study, employing a narrative inquiry approach, investigated the specific English-speaking difficulties and underlying influencing factors among twenty purposively selected fourth-semester Marine Engineering cadets at Barombong Merchant Marine Polytechnic. Data collected via in-depth interviews and non-participant classroom observations were systematically analyzed utilizing the Miles and Huberman framework. The findings reveal that cadets confront severe linguistic barriers (restricted vocabulary, pronunciation errors, and grammatical deficiencies) alongside profound psychological hurdles (debilitating anxiety, low self-confidence, and fear of making mistakes). Furthermore, these difficulties are compounded by an interplay of internal and external factors, including socio-economic backgrounds, conventional instructor pedagogy, substandard language facilities, senior peer pressure, and exhaustive physical training schedules. Collectively, these multi-dimensional constraints severely impede communicative competence. This study underscores the urgent need for targeted pedagogical interventions, curriculum alignment, and institutional policy reforms to enhance Maritime English proficiency and ensure global maritime workforce readiness.
Religious Education and Digital Ethics Awareness Against Doxing: A Quantitative Study of University Students in Indonesia Fadli Firdaus; Mia Syafrina
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.v5i4.5216

Abstract

Doxing the non-consensual public disclosure of personal information constitutes a growing threat to digital privacy among university students in Indonesia. This study examines the influence of compulsory Religious Education learning on students' digital ethics awareness in the context of doxing. A cross-sectional descriptive-correlational survey design was employed. Using purposive sampling and Slovin's formula (e = 5%), 94 participants were recruited from a population of 123 students who had completed Religious Education at Politeknik Negeri Batam, Indonesia. Data were collected via a validated 36-item Likert-scale questionnaire (Cronbach's α = 0.912 and 0.897). Analysis incorporated descriptive statistics, Kolmogorov-Smirnov normality testing, ANOVA linearity testing, Spearman rank correlation, and simple linear regression. Most students demonstrated high Religious Education internalization (98.9%) and high digital ethics awareness (95.7%). Spearman correlation indicated a very strong positive association (rₛ = 0.833, p < .001). Simple regression confirmed that Religious Education explained 71.6% of the variance in digital ethics awareness (R² = 0.716; F = 231.90; p < .001; Cohen's f² = 2.52), with a regression coefficient of b = 0.956 (95% CI [0.832, 1.081]). Religious Education serves as a substantively effective instrument of digital character formation. The theological grounding of Islamic ethical values — particularly hifzh al-'irdh (safeguarding dignity) — appears to confer moral robustness beyond that of rule-based or literacy-oriented approaches. Implications for curriculum design, institutional policy, and interdisciplinary research on digital ethics education are discussed.
Exploring Pedagogical Innovations to Address Low Student Interest in Islamic Religious Education at Islamic Senior High School Muhammad Saddam Husain; Ali Murtadho; Didik Wahyudi
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.v5i4.5341

Abstract

Islamic Religious Education (IRE) is pivotal in shaping students’ moral character, yet educators struggle to sustain engagement among digital-native adolescents. This qualitative case study explored pedagogical innovations implemented by IRE teachers to address low learning interest among eleventh-grade students at SMA Islam El Syihab, Bandar Lampung, Indonesia, examining student responses, pedagogical challenges, and coping strategies. Data were gathered through classroom observations, in-depth interviews with teachers and students, and documentation, and then analyzed using an interactive model (data condensation, display, and conclusion drawing) with source and method triangulation ensuring credibility. The findings reveal that teachers integrated active-learning methods (group discussions, case studies, collaborative projects), digital tools (PowerPoint, Canva, YouTube, Kahoot!), and reward-based quizzes, explicitly linking content to contemporary adolescent experiences. These innovations enhanced student attention, participation, and enthusiasm, though outcomes varied due to differing comprehension speeds, fluctuating concentration, and limited instructional time. Teachers mitigated these challenges through adaptive grouping, diverse visual media, and interactive activities. This study concludes that continuous, contextual, and learner-sensitive pedagogical innovation effectively fosters student interest, offering a holistic account of innovation beyond rigid, single-model frameworks. Future research should quantitatively examine the comparative effectiveness of specific innovation models on learning outcomes at a broader scale.
Teaching Styles and Learning Motivation in Enhancing Futsal Dribbling Skills among Junior High School Muh Imam Buhari; Poppy Elisano Arfanda; Muhammad Ishak
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.v5i4.4884

Abstract

Mastery of dribbling is fundamental for successful futsal performance, yet traditional physical education often struggles with low student motivation and monotonous instruction. This study examined the main and interaction effects of teaching style (reciprocal vs. command) and learning motivation (high vs. low) on futsal dribbling outcomes among junior high school students. Utilizing a true-experimental 2×2 factorial design, 32 eighth-grade students were selected via cluster random sampling and underwent 12 instructional sessions. Motivation was measured using a validated Likert-scale questionnaire, while dribbling skills were evaluated via Nurhasan’s standardized test. Data were analyzed separately by gender using two-way ANOVA (alpha = 0.05). The findings revealed that the reciprocal style yielded significantly higher dribbling outcomes than the command style for both male (M = 88.20 vs. 86.30) and female students (M = 89.00 vs. 87.33). Crucially, a significant teaching style × motivation interaction was found for both sexes (male: F (1,16) = 13.83, p = .002; female: F (1,8) = 12.25, p = .008). The reciprocal style excelled for highly motivated students, whereas the command style was more effective for low-motivated students. These insights demonstrate that instructional effectiveness is highly contingent on student motivation, suggesting that educators should dynamically adapt teaching styles rather than applying a uniform approach.
Adaptive Inquiry-Based Learning Applications for Enhancing Students' Critical Thinking Skills: An Innovative Approach Musdalifah Nihaya; Nurhilaliyah Nurhilaliyah; Harun Nihaya; Nurhidayat Nurhidayat
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.v5i4.4959

Abstract

Despite the urgency of fostering critical thinking in the Society 5.0 era, conventional digital learning often overlooks individual learner diversity, particularly in the post-pandemic educational landscape. This study addresses this gap by developing and validating a cloud-hosted learning application based on the Adaptive Inquiry Approach. Utilizing a Research and Development (R&D) methodology via the six-stage Luther-Sutopo model (concept, design, material collection, assembly, testing, and distribution), the platform dynamically tailored multi-modal content (text, audio, video, and simulations) to match diverse learning styles (visual, auditory, read/write, and kinesthetic) for elementary students (grades IV–VI). The findings indicated that validation by an interdisciplinary panel of experts established outstanding conceptual, pedagogical, and technical viability, with all composite evaluation scores exceeding the 80% threshold. Concurrently, empirical assessment instruments demonstrated optimal item difficulty and robust discriminatory power in tracing cognitive gains, while supplementary guidebooks achieved high institutional feasibility. By shifting from a static, uniform instructional delivery model to a dynamic, algorithmically tailored inquiry framework, this platform bridges the digital-pedagogical divide without diluting instructional substance. This study contributes to the educational technology literature by offering a powerful, scalable blueprint to systematically empower students' critical thinking skills in the post-pandemic era.
Students' Learning Outcomes in Science and Social Studies (IPAS) through the Picture and Picture Cooperative Learning Model Wasti Yakobus; Samuel P. Ritiauw; Sefanya Sairiltiata
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.v5i4.4964

Abstract

This study aimed to improve the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial, IPAS) learning outcomes of Grade IV students at Elementary School Syota, Pulau Moa District, Southwest Maluku Regency, Indonesia—a school situated in a remote, outermost, and underdeveloped (Terdepan, Terluar, dan Tertinggal, 3T) archipelagic region—through the implementation of the Picture and Picture cooperative learning model. A Classroom Action Research (CAR) design was employed, comprising two cycles conducted from August to September of the 2024/2025 academic year and involving 12 Grade IV students (8 male, 4 female) as research subjects. Data were collected through written achievement tests, structured classroom observation, and documentation and were analyzed using quantitative descriptive statistics benchmarked against the school's Learning Objective Achievement Criteria (Kriteria Ketercapaian Tujuan Pembelajaran, KKTP). The findings indicated classical learning mastery increased consistently across the three assessment points, from 45.45% at the pre-test to 63.63% at the end of Cycle I and 100% at the end of Cycle II, accompanied by a rise in the class mean score from 72.72 to 85.00. Reflective refinements introduced between cycles — including strengthened scaffolding, improved visual instructional materials, and more consolidated formative feedback — were instrumental in the substantial gains observed in Cycle II. The findings offer a low-cost, technology-independent instructional alternative that teachers in resource-constrained island schools can readily adopt to strengthen conceptual understanding and active participation in IPAS instruction.
Adaptive-Psychological Learning Framework: Redefining Human Nature and Methodology in the Digital Era Andi Najamuddin; Mansur Mansur; Fatmawati Fatmawati; Baso Syafaruddin
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.v5i4.4967

Abstract

The growing digitalization of education has accelerated the mechanization of learning, frequently marginalizing the psychological dimensions of human nature. Prevailing methodologies prioritize narrow cognitive outcomes while neglecting autonomy, affective engagement, and the social essence of learners, resulting in diminished meaning and learner well-being. This study critically analyzes the philosophical and practical implications of human nature—as conceptualized in behaviorism, cognitivism, and humanistic psychology—for the transformation of learning methodologies in contemporary educational contexts. A qualitative library research design was employed, drawing on systematic searches of Scopus, ScienceDirect, and Google Scholar. Content analysis and thematic synthesis were applied to 28 peer-reviewed sources published between 2000 and 2023, with theoretical triangulation used to ensure rigor. Three complementary psychological pillars were identified: behaviorism’s contribution to structured feedback, cognitivism’s emphasis on scaffolded mental construction, and humanism’s prioritization of autonomy and self-actualization. Synthesis of these pillars yields an Adaptive-Psychological Methodology (APM) framework. Additionally, the concept of Digital Humanism is proposed, repositioning technology as an amplifier of human agency rather than a substitute for it. Student psychological well-being is argued to constitute a primary indicator of educational success, superseding exclusive reliance on cognitive achievement metrics. Meaningful educational transformation requires a paradigm shift from mechanistic, teacher-centered instruction toward human-centered, facilitative methodologies grounded in psychological science. The three-stage Reorientation–Reconstruction–Resonance (3R) strategic framework is offered as a practical guide for educators, curriculum designers, and policymakers.

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