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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
 69   70   71   72   73 
Tradition-Based Community Education Model: The Effectiveness of Maddengeng in Ecological Conflict Resolution Amiruddin Amiruddin; Syamsul Bahri; Muh. Adnan Yusuf; Hermansyah Hermansyah; Resky Rahmadani; Dias Sanubari; Jesiqa Putri Amanda; Besse Agusnaeni; Besse Putri Ummiahani
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.v5i4.5072

Abstract

The conversion of forest land into maize plantations in Labissa Village during 2010–2011 disrupted the local ecosystem, triggering a surge in the wild boar (Sus scrofa) population and intensifying human–wildlife ecological conflict. This condition threatened household food security and underscored the urgency of transmitting indigenous ecological knowledge to younger generations before culturally rooted solutions are lost. This study analyzes the Maddengeng tradition as a community-based education model grounded in local wisdom for mitigating ecological conflict. A qualitative phenomenological case-study design was employed, combining in-depth interviews and participatory observation. Informants were selected through purposive sampling and comprised affected residents, customary authority figures (tokoh adat), and senior high school students. Data trustworthiness was established through source and method triangulation, and data were analyzed using an interactive model of reduction, display, and conclusion drawing. Findings indicate that Maddengeng has transformed from a subsistence hunting practice into an adaptive social-learning institution. For residents and customary leaders, the tradition strengthens social cohesion and facilitates conflict resolution; for senior high school students, participation functions as contextual character education and a vehicle for the transmission of local wisdom outside formal schooling. Theoretically and practically, this study contributes to the development of community-based education models that integrate indigenous knowledge into the informal curriculum for youth. It offers a sustainable pathway for maintaining ecological harmony, food security, and cultural identity preservation in Bone Regency, Indonesia.
Developing an Interactive E-Booklet Based on Multimedia Learning Theory to Improve Learning Outcomes on Biodiversity Yachsifa Muna; Aida Fitriani Sitompul
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.v5i4.5085

Abstract

Students frequently struggle with biodiversity concepts due to abstract materials and conventional, static text-based learning. This study aimed to develop, assess the feasibility and practicality, and evaluate the effectiveness of an interactive e-booklet based on multimedia learning theory to enhance student learning outcomes. Utilizing a 4D Research and Development (R&D) model, a sample of 50 tenth-grade students was selected via cluster sampling and divided equally into experimental and control classes at SMA Islam Al Ulum Terpadu Medan. Data gathered through validation sheets, practicality questionnaires, and pretest-posttest cognitive instruments were analyzed using Normalized Gain (N-Gain) and Mann–Whitney U tests. Material experts validated the product as Very Feasible with a 100% consistency score. Practicality metrics increased significantly from Feasible (67.50%) to Very Feasible (86.25%) for teachers, and consistently remained Very Feasible for students in small-group (78.13%) and large-group (88.30%) trials. Crucially, the experimental group achieved a higher posttest average of 93.00 and a medium N-Gain of 0.42, significantly outperforming the control group's posttest average of 80.00 and low N-Gain of 0.25 (Z-count > Z-table). This research contributes an innovative digital solution that actively mitigates cognitive overload, facilitates autonomous learning, and provides teachers with a proven pedagogical tool to optimize students’ conceptual mastery in biology education.
Experiencing Citizenship: How Immersive Pedagogies Transform Student Interest and Academic Achievement in Pancasila Education Neliana Neliana; Mulyadi Mulyadi; Badaruddin Kaddas
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.v5i4.5087

Abstract

Civic education in the twenty-first century faces substantial pedagogical challenges, particularly the dominance of teacher-centered instruction that constrains active student participation. In Indonesia, Pancasila Education is frequently delivered through conventional lecture-based methods, resulting in diminished learning motivation and suboptimal academic achievement among elementary school students. This empirical study examines the effect of combining Role-Playing and Experimental methods on the learning interest and academic outcomes of sixth-grade students at Elementary School 239 Inpres Nipa, Maros Regency, Indonesia. Employing a quantitative pre-experimental design with a One-Group Pretest-Posttest format, the research involved 20 sixth-grade students recruited through total (saturated) sampling. Data were collected via cognitive achievement tests, a Likert-scale learning interest questionnaire, structured observation sheets, and documentary records. The gathered data were analyzed descriptively and through analysis-of-variance (ANOVA) procedures using SPSS version 26. Findings revealed significant improvements post-intervention: the mean student learning outcome score rose from 45.00 to 82.50, while the mean learning interest score increased from 49.80 to 81.13. ANOVA results confirmed a highly statistically significant main effect (F = 309.932, p = 0.000 < 0.05). The integrated application of Role-Playing and Experimental methods fosters an interactive, experiential learning environment that strengthens students' deep comprehension of Pancasila values and active engagement in civic education. Ultimately, these methods constitute a viable instructional alternative for supporting the implementation of the Merdeka Curriculum in primary elementary schools.
Holistic Pedagogical Strategies: Combating Bullying in Islamic Secondary Schools Through Religious Education Ummul Khaer; Mansur Mansur; 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.v5i4.5159

Abstract

This study examines the strategies employed by Islamic Religious Education (PAI) teachers to prevent bullying at Islamic Secondary School 1 Poso, Poso Regency, Central Sulawesi Province, Indonesia. Bullying remains one of the most pressing problems in contemporary educational settings, generating substantial adverse consequences for students' mental health and social development. This study aimed to describe the forms of bullying occurring in the research site, identify their contributing factors, and analyze the strategies implemented by Islamic Religious Education teachers to prevent them. A qualitative descriptive-exploratory design was employed, combining pedagogical and psychological perspectives. Data were collected through direct observation, in-depth interviews with the head of madrasah, Islamic Religious Education teachers, guidance and counseling teachers, the vice-head for student affairs, and students, together with documentation studies, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that verbal bullying is the most prevalent form encountered, driven by family disharmony, the school environment, and social media exposure. The prevention strategies adopted by Islamic Religious Education teachers encompass sustained moral guidance and character coaching, the integration of Islamic values into classroom instruction, personalized approaches to students, cross-unit collaboration within the madrasah, and the application of educative rather than punitive sanctions. These findings underscore the strategic potential of religious education teachers as proactive psycho-spiritual agents of character transformation in mitigating bullying within Islamic secondary education.
Liberal Feminism in Novel Broken Strings and Its Relevance to Indonesian Language Learning in Madrasah Aliyah Siti Jamila; Wahyu Lestari; Ahmad Ilzamul Hikam
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.v5i4.5215

Abstract

This study aims to describe the representation of liberal feminism in Aurelie Moeremans's novel Broken Strings and to examine its relevance to Indonesian language learning among eleventh-grade students at MA ZAHA 3. A descriptive qualitative approach was employed. The primary data source was the novel itself, while secondary data were obtained through interviews with four eleventh-grade students and relevant scholarly literature on liberal feminism. Data were collected through literature review, documentation of textual excerpts, and semi-structured interviews, and were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing, with source triangulation used to establish trustworthiness. The findings reveal five recurring forms of injustice experienced by the female protagonist—psychological violence, physical violence, domination, forced dependency, and unequal treatment—alongside five corresponding forms of resistance and empowerment: courage in confronting adversity, resistance to oppression, efforts toward recovery, growing independence, and autonomous decision-making. These patterns collectively constitute a representation of liberal feminism centered on individual freedom, equality of rights, and women's pursuit of autonomy. Student interviews further indicate that the novel is considered linguistically accessible and thematically relevant, containing social and moral values pertinent to adolescent readers, supporting its potential use as literary teaching material in Indonesian language instruction at the senior secondary level.
Artificial Intelligence-Assisted Learning Videos for Biotechnology Instruction: Effects on Senior High School Students' Learning Outcomes Rieke Octaviani Aritonang; Eko Prasetya
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.v5i4.5254

Abstract

This study examined the effect of Artificial Intelligence (AI)-assisted learning video on the biotechnology learning outcomes of senior high school students. A quantitative approach was employed using a quasi-experimental, pretest-posttest control group design, involving an experimental class and a control class at High School 1 Labuhan Deli, Indonesia, each consisting of 30 students (N = 60). Learning outcomes were measured using 15 multiple-choice items selected from an initial pool of 30 items covering cognitive levels C1 to C6 of Bloom's Taxonomy, following item-trial procedures encompassing validity, reliability, discrimination index, and difficulty level. Data was analyzed using tests of normality and homogeneity, followed by a paired-sample t-test. The pretest results indicated comparable baseline ability between the control (M = 47.11) and experimental (M = 45.78) groups. After treatment, the experimental group's posttest mean (M = 89.55) was considerably higher than that of the control group (M = 72.00), corresponding to mean gains of 43.77 and 24.89 points, respectively. Hypothesis testing confirmed a statistically significant difference between groups (t = 7.03 > t-table = 2.00; p = 0.000 < 0.05). The largest gains in the experimental group occurred on indicators related to the utilization of microorganisms, tissue culture, and cloning and genetic engineering, suggesting that AI-assisted video is particularly effective for visualizing abstract, microscopic biological processes. These findings indicate that AI-assisted learning video is a more effective instructional medium than conventional lecture-and-textbook teaching for biotechnology content, and broader adoption of such media is recommended for similarly abstract topics in biology education.
Emotional Intelligence and Motivation as Predictors of Lower Secondary School Students’ Mathematics Achievement Fathrul Arriah; Abd. Kadir Jaelani; Ilhamuddin Ilhamuddin; Ahmad Syamsuadi; Ririn Anggraeni
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.v5i4.5319

Abstract

Emotional intelligence (EI) and learning motivation are widely recognized as critical non-cognitive factors influencing academic success. However, empirical evidence regarding their impact on mathematics achievement within Indonesian Secondary School contexts remains limited. This study examines the individual and simultaneous effects of EI and learning motivation on mathematics learning outcomes among Grade VIII students. Utilizing an ex-post facto quantitative design, a saturated sampling technique was employed to select all 50 Grade VIII students from Lower Secondary School 12 Bulukumba, South Sulawesi, Indonesia. Data was collected via a validated mathematics achievement test and two Likert-scale questionnaires assessing EI and motivation. Descriptive and inferential statistical analyses, including multiple linear regression, were performed using SPSS. Descriptive results categorized student EI as high (M=51.62, SD=4.34), learning motivation as high (M=53.60, SD=6.66), and mathematics outcomes as moderate (M=75.80, SD=10.90). Inferential analysis revealed that EI significantly predicted mathematics outcomes (R2 = 0.14, p = 0.008), and learning motivation emerged as a stronger individual predictor (R2 = 0.302, p<0.001). Simultaneously, both variables exerted a significant combined effect, explaining 39.2% of the variance (R2 = 0.392, p<0.001). These findings underscore the critical role of affective factors in STEM education, suggesting that integrating socio-emotional development programs into secondary mathematics instruction can significantly enhance student performance.
Faith-Integrated Environmental Education in a Muslim-Majority Rural Community: A Qualitative Case Study South Sulawesi, Indonesia Rudhi Rudhi; Herianti Herianti; Nurdin Nurdin; Nursyamsidar Nursyamsidar; Nurhaliza Nurhaliza; Nia Kartika Putri; Sita Damayantih; Indo Aco; Rahman Rahman; Naufal Fajrul Ihsan; Agung Setia Budi 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.v5i4.5349

Abstract

Education for Sustainable Development increasingly recognizes that durable environmental behavior is rooted in intrinsic motivation rather than information provision alone. In Muslim-majority communities, Islamic ecotheology offers a culturally authentic foundation for environmental education, yet empirical research on its operationalization in real community settings remains limited. This qualitative case study investigates how Islamic ecotheological values function as a framework for non-formal and informal environmental education in Ganra Village, South Sulawesi, Indonesia, examining the factors sustaining community-wide environmental learning. Data were collected through purposive semi-structured interviews, participatory observation, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. Three principal findings emerged: first, environmental awareness is grounded in Islamic faith, framing environmental care as ibadah (worship) through khalifah (vicegerency) and mizan (balance); second, ecotheological values are operationalized through five structured educational channels, including communal rituals and the BERGEGAS waste management program; third, six interdependent factors sustain learning, notably strong leadership, village regulations, and a deep Islamic heritage. The Ganra Village case demonstrates that faith-integrated environmental education, when institutionally scaffolded, produces highly persistent pro-environmental outcomes. This ProKlim-awarded model offers a replicable template for faith-based environmental education globally, advancing scholarship by demonstrating how ecotheology functions as a pedagogically coherent framework.
Culturally Adaptive Religious Leadership and Islamic Education Development in Muslim Minority Communities from Eastern Indonesia Fitrah Fauziah; Muhaemin Muhaemin; Fatmaridah Sabani
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.v5i4.5396

Abstract

Religious leaders occupy a pivotal role in sustaining Islamic education within remote, heterogeneous Muslim minority communities, yet their specific mechanisms remain undertheorized. This study investigated the roles of religious leaders in strengthening Islamic education through cultural integration in Buyasuri District, Lembata, East Nusa Tenggara, Indonesia, alongside its socio-cultural implications. Employing a descriptive qualitative design, this study selected 15 participants across three villages via purposive sampling, including religious, educational, and community figures. Data were gathered through semi-structured interviews, participant observation, and document analysis over a three-month period. Analysis followed the Miles–Huberman–Saldaña interactive model, ensuring trustworthiness through triangulation and member checking. The findings revealed that religious leaders execute four interrelated roles—educator, mentor, motivator, and moral exemplar—across formal and nonformal settings. Cultural integration is enacted by embedding Islamic teachings within indigenous Kedang linguistic conventions, ceremonies, and communal gatherings. This culturally adaptive approach significantly enhances community participation, social solidarity, and religious engagement. Principal enablers include high community trust and institutional legitimacy, whereas structural deficits and geographical remoteness present major barriers. Ultimately, this study proposes a conceptual model linking religious leadership, cultural integration, value internalization, and community empowerment, advancing the theoretical understanding of religiously embedded education in multicultural contexts.
Cultivating Civic Virtue in Early Education: The Implementation of Pancasila Values in Primary School Students' Daily Behavior Saepudin Karta Sasmita; Dini Handayani
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.v5i4.5414

Abstract

The suboptimal implementation of Pancasila values among elementary school students, manifested in rising bullying, low discipline, and weak environmental responsibility, demands systemic investigation. This study examines how the five core Pancasila principles are integrated into students' daily behavior at a public primary school in South Tangerang City, while identifying key supporting and inhibiting factors. Employing a descriptive qualitative single case-study design, data was gathered over a four-week period via participant observation, structured teacher interviews, and extensive documentation. Analysis followed the classic Miles and Huberman framework (data reduction, display, and conclusion drawing), with trustworthiness rigorously ensured through source, technique, and time triangulation strategies. Findings reveal highly uneven implementation across the five principles: divinity values are most consistently practiced due to established daily routines, while unity and humanity values thrive primarily within structured activities. Conversely, democratic deliberation and social justice values weaken significantly once students operate outside direct teacher supervision. Crucial systemic facilitators include consistent teacher role-modeling, routine habituation, and active parental support. Meanwhile, primary barriers include a scarcity of explicit fairness-building activities, student over-dependence on external oversight, and unmonitored digital media influences. This study concludes that successful moral internalization depends heavily on sustained behavioral habituation rather than conceptual instruction alone, offering vital theoretical and practical implications for refining primary-level character-education policies.

Page 72 of 73 | Total Record : 721

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