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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 766 Documents
 71   72   73   74   75 
Emotional Intelligence and Learning Interest in Islamic Religious Education and Character Building among Students at High School Nuriski Hairuniska; Siti Zulaikhah; Zahra Rahmatika
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5426

Abstract

Learning interest is a critical determinant of students' success in the instructional process. In practice, however, many students continue to display low enthusiasm, limited concentration, and minimal engagement during Islamic Religious Education and Character Building (PAI and BP) lessons. Emotional intelligence has been proposed as a factor associated with this problem. This study examined the relationship between emotional intelligence and learning interest among students enrolled in PAI and BP at High School 3 Bandar Lampung, Indonesia. A quantitative correlational, ex post facto design was employed. The population consisted of 233 tenth-grade students, from which 70 respondents were drawn using Slovin's formula (10% margin of error) and a simple random sampling technique. Data were collected through a validated and reliable Likert-type questionnaire and analyzed using Kolmogorov-Smirnov normality tests, linearity tests, and Pearson product-moment correlation. The analysis yielded a correlation coefficient of r = 0.460 with a significance value of p = 0.000 (p < 0.05), indicating a statistically significant, positive relationship of moderate strength between emotional intelligence and learning interest. Students with higher emotional intelligence tended to report higher learning interest, and vice versa. These findings suggest that emotional intelligence plays a meaningful role in fostering learning interest and should be considered in efforts to improve the quality of Islamic religious education instruction.
Developing a Deep Learning–Based Digital Learning Module for Dance in Cultural Arts Education Nurul Azizah Asri; Syakhruni Syakhruni; Nurwahidah Nurwahidah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5336

Abstract

Integrating digital technology into cultural arts education presents a persistent pedagogical challenge, particularly in fostering deep, meaningful student engagement while safeguarding intangible cultural heritage. This study developed, validated, and evaluated an interactive digital learning module grounded in a deep learning pedagogical approach—characterized by mindful, meaningful, and joyful learning—centered on the Pakkarena Anida traditional dance of South Sulawesi. Conducted with tenth-grade students at High Secondary School 25 Makassar, the research utilized a Research and Development (R&D) design integrating the ADDIE and 4D instructional models across six distinct phases: analysis, design, development, implementation, evaluation, and dissemination. Authored via Canva and delivered as a cross-platform digital flipbook, the module incorporated multimodal content, including embedded instructional videos, structural movement breakdowns, and formative self-assessments. Expert validations established high feasibility for classroom instruction, while small- and large-scale field tests yielded "good" to "excellent" ratings across content depth, linguistic clarity, interface design, and pedagogical utility. Implementation yielded substantial academic gains: mean cognitive scores rose from 52 to 85, and psychomotor scores increased from 40 to 78, reflecting medium-to-high normalized gains. Beyond quantitative performance, the module enhanced student engagement, collaborative synergy, creative expression, and performance confidence in choreographing contemporary works rooted in tradition. These findings demonstrate that deep-learning-driven digital modules effectively optimize cultural arts education, providing a scalable, innovative framework that bridges cultural preservation with contemporary educational technology.
Students' Mathematical Representation in PISA Space and Shape Tasks Across Gregorc's Thinking Styles Khaerunnisa Khaerunnisa; Baso Intang Sappaile; Syafruddin Side
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5471

Abstract

This qualitative descriptive study investigates high school students' mathematical representation ability in solving PISA Space and Shape problems, analyzed through Gregorc’s thinking style model. Eight tenth-grade students at Islamic High Secondary School DDI Takkalasi (2025/2026 academic year) were purposively selected based on a Gregorc Thinking Style Questionnaire, representing two students per style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). Data gathered through questionnaires, a six-item mathematical representation test adapted from PISA released items, and semi-structured interviews were analyzed using Miles, Huberman, and Saldaña’s framework, with credibility ensured via source triangulation. Results demonstrate distinct representation profiles across styles: CS students systematically integrated verbal, visual, and symbolic representations; AS students prioritized conceptual understanding by linking visual confirmation to symbolic formalization through verbal justification; CR students utilized visual representation for exploration but struggled with accurate symbolic translation; and AR students relied on mental visualization and intuition, leaving key reasoning unverified. These findings indicate that thinking styles systematically influence mathematical representation behaviors and suggest that evaluating representation ability solely through written work risks underestimating conceptual understanding, particularly in random-oriented thinkers. The study provides critical insights for developing differentiated instructional strategies that align mathematical task design with students' dominant cognitive processing styles.
Fostering Vocational Students' Self-Confidence and Learning Interest in Mathematics Through ARCS-Based Instruction Heny Sri Astutik
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5524

Abstract

Affective disengagement can limit students' participation in vocational mathematics even when cognitive instruction is adequate. This study examined whether Attention, Relevance, Confidence, and Satisfaction (ARCS)-based instruction improved vocational secondary-school students' self-confidence and interest in learning mathematics. A quasi-experimental nonequivalent control-group pretest-posttest design was conducted in January 2026 at an anonymized vocational secondary school in Eastern Indonesia. The study involved 47 students, with 25 in the ARCS group and 22 in the control group. Two 17-item four-point Likert questionnaires measured self-confidence and mathematics learning interest. Data were analysed using baseline equivalence tests, multivariate analysis of variance on change scores, independent-samples t tests, Hedges' g, and analysis of covariance. The groups did not differ significantly at baseline for self-confidence (p = .622) or learning interest (p = .691). The joint change in both outcomes was significant, Pillai's trace = .410, F (2, 44) = 15.27, p < .001. Self-confidence increased more in the ARCS group (Mchange = 5.12, SD = 4.20) than in the control group (Mchange = -0.95, SD = 4.04), t (44.61) = 5.05, p < .001, g = 1.45. Learning interest also improved more in the ARCS group (Mchange = 2.52, SD = 4.69) than in the control group (Mchange = -3.18, SD = 5.63), t (41.09) = 3.74, p < .001, g = 1.09. ANCOVA confirmed both effects after controlling pretest scores. ARCS-based mathematics instruction therefore showed substantial potential to strengthen affective engagement in vocational education.
Primary School English Language Policy: Assessing Islamic School Teacher Readiness in Indonesia Muhajirah Idman
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5528

Abstract

The reintroduction of English as a compulsory subject in Indonesian primary education, including in Madrasah Ibtidaiyah (MI), places teacher readiness at the center of successful policy implementation. This qualitative study examines Madrasah Ibtidaiyah (MI) teachers' readiness to respond to the English learning policy, focusing on teachers serving in Wajo Regency, South Sulawesi. Semi-structured interviews were conducted with 17 purposively selected MI teachers and analyzed using thematic analysis guided by a multidimensional readiness framework encompassing cognitive, pedagogical, professional, psychological, and institutional dimensions. Findings show that teachers hold moderate to high cognitive readiness and generally positive attitudes toward the policy, yet report significant systemic constraints, including insufficient teaching materials, limited institutional support, inadequate professional development, and low baseline English proficiency among students. A discrepancy between teachers' positive change commitment and their uncertain change efficacy indicates that willingness alone does not translate into implementation capacity. The study concludes that policy success requires not merely a shift in teacher perspective but a comprehensive institutional infrastructure that addresses resource constraints, provides pedagogical support, and enables context-sensitive implementation within Islamic educational settings. The findings contribute to language policy and planning scholarships by illuminating the interplay among teacher agencies, institutional capacity, and systemic conditions in implementing curriculum policy in developing educational contexts, and they offer recommendations for policymakers, teacher-education institutions, and future research.
Focus-Explore-Reflect-Apply (FERA) Learning Model: Aqidah Akhlaq Learning Outcomes at Islamic Lower Secondary School Siti Wakhidatul Jannah; Deden Makbuloh; M. Indra Saputra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5567

Abstract

Learning outcomes in Aqidah Akhlaq (Islamic creed and ethics) across Indonesian madrasahs are often constrained by traditional lecture-dominated instruction, leaving students struggling to master application-level cognitive skills (Cognitive Level C3). This study evaluated the efficacy of the Focus-Explore-Reflect-Apply (FERA) learning model—a constructivist framework adapted from science education—in enhancing student learning outcomes in Aqidah Akhlaq. A quantitative quasi-experimental design was conducted at an Islamic Lower Secondary School in East Lampung. Two intact seventh-grade classes with homogeneous baseline academic abilities were assigned to an experimental group taught via FERA (n=24) and a control group taught via conventional instruction (n=25). Data were collected using a validated 15-item objective test (Cronbach’s α=.650). Due to a non-normal score distribution in the experimental group (Shapiro-Wilk, p=.011), hypothesis testing was performed using the nonparametric Mann-Whitney U test. The results revealed a statistically significant difference between groups (Z=-6.169, p<.001), demonstrating that the FERA model yields significantly superior learning outcomes, particularly at the application level (C3). These findings suggest that adapting constructivist science-based models like FERA into Islamic education offers a promising pedagogical strategy to bridge cognitive application gaps in madrasah curricula.
Leg Muscle Endurance and Middle-Distance Running Performance Among High School Athletic Extracurricular Students Nuraini Nuraini; Muhammad Rahmad Kasmad; Muh. Adnan Hudain
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.4747

Abstract

Physical education at the senior high school level aims to develop physical fitness components, including muscular endurance, which underpins sport-specific skills like middle-distance running. This study examined the relationship between leg muscle endurance and three-kilometer running performance among male senior high school students in an athletics extracurricular program. Utilizing a quantitative correlational design, 30 male students (aged 15–18) were selected via total sampling. Leg muscle endurance was evaluated using the wall-sit test, while middle-distance running performance was assessed via a three-kilometer run test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Pearson product-moment correlation. Descriptive results indicated adequate categories for both leg muscle endurance (M = 6.19, SD = 2.92) and running performance (M = 14.00, SD = 1.72), with normal data distribution (p > 0.05). Correlation analysis revealed a strong, statistically significant negative relationship between leg muscle endurance and running time (r = -0.693, p = 0.000). This negative coefficient indicates that greater leg muscle endurance is robustly associated with shorter running times (superior performance). These findings demonstrate that localized muscular endurance is a critical determinant of adolescent middle-distance running proficiency. Consequently, physical education curricula and extracurricular training should deliberately incorporate targeted muscular-endurance programs rather than relying exclusively on cardiovascular conditioning.
Effects of Repetitive, Varied Training, and Mental Visualization on High Schoolers' Badminton Service Accuracy Candrini Candrini; Muh Adnan Hudain; Rusli Rusli
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.4764

Abstract

This study investigated the efficacy of physical repetition–variation training compared to mental visualization training in improving short service accuracy among high school badminton extracurricular students. Driven by low baseline service performance, a quantitative experimental design with a pretest–posttest control group was conducted. Thirty students were selected via total sampling and assigned into two equal experimental groups using ordinal pairing: Group 1 received combined repetition and variation physical training, while Group 2 received mental visualization training alongside basic practice over 14 sessions (3 times/week for 5 weeks). Short service accuracy was measured using a standardized target-based test (7 trials, scored 1–5). Data were analyzed using paired and independent sample t-tests (α=0.05). Both physical repetition-variation (t=4.993, p<0.05) and mental visualization training (t=9.219, p<0.05) significantly enhanced short service accuracy. However, no statistically significant difference was observed between the two interventions (t=0.890, p=0.381), despite physical training demonstrating a slightly higher mean gain (1.27 points). In conclusion, both physical repetition-variation and mental visualization are equally viable methods for optimizing serving precision in young athletes, highlighting mental imagery as a valuable low-cost alternative in sports pedagogy.
Positional Differences in VO2max Among Youth Football Players in a School-Based Sports Program Alfurqan Arrahman Usman; Muh. Adnan Hudain; Sudirman Sudirman
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.4886

Abstract

Position-specific physiological profiling is crucial for optimizing youth athletic development, yet data regarding school-based extracurricular sports programs remains limited. This study aimed to investigate positional differences in aerobic capacity (VO2max) between defensive and attacking youth footballers within a school-based sports framework. A comparative cross-sectional design was conducted with 23 male high school football players (n=11 defenders, n=12 attackers; age: 16–18 years) selected via purposive sampling from a public senior high school in Makassar, Indonesia. Aerobic capacity was estimated using the Multistage Fitness Test (MFT) to calculate VO2max (mL⋅kg ^(-1)⋅min^(-1)). Data were analyzed using descriptive statistics, Independent Samples t-test (α=0.05), and Cohen's d to measure effect size. The overall cohort demonstrated a "Very Good" aerobic fitness profile ("mean VO2max=56.15±[SD] mL⋅kg^(-1)⋅min^(-1)). Although attacking players exhibited a slightly higher mean value (56.87 mL⋅kg^(-1)⋅min^(-1)) compared to defensive players (55.37 mL⋅kg^(-1)⋅min^(-1)), this difference was not statistically significant (t=-1.76, p=0.093). No significant positional divergence in VO2max was observed, indicating that current school-based physical conditioning produces a baseline aerobic standard across playing roles. These findings align with the dynamic, position-fluid physical demands of modern tactical play and suggest that early-stage school programs should prioritize general aerobic foundations over premature position-specific conditioning.
Modified Tug-of-War Training as a Pedagogical Tool for Volleyball Serve Development in Secondary Physical Education Panji Panji; Muh. Adnan Hudain; Arimbi Arimbi
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.4988

Abstract

The underhand serve is a foundational skill in volleyball, yet secondary school students frequently experience technical difficulties in regulating arm swing, body alignment, and force delivery due to traditional, repetitive drill-based instruction. This study evaluated the efficacy of modified tug-of-war training as an innovative pedagogical tool to enhance volleyball underhand serve proficiency in secondary physical education. Employing a two-cycle action research design, an intervention was conducted with 80 tenth-grade students (M_"age" =15.4 years) at a public secondary school in Indonesia. The intervention integrated a modified tug-of-war activity designed to provide kinesthetically active resistance, facilitating proper body positioning and momentum transfer. Data were gathered through standardized psychomotor performance rubrics, cognitive assessments, and affective engagement observations, with success evaluated against a predetermined mastery threshold (score ≥80). Baseline data revealed a 0% initial mastery rate. Following the intervention, classical mastery increased significantly to 28.75% (M=75.93) in Cycle I and reached 98.75% (M=90.72) in Cycle II, accompanied by notable improvements in cognitive understanding and affective participation. These findings demonstrate that utilizing modified tug-of-war activities as a task-based pedagogical tool effectively bridges the gap between mechanical force application and skill execution. This approach provides physical education teachers with a scalable, game-based alternative to conventional drills for motor skill acquisition in team sports.

Page 73 of 77 | Total Record : 766

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