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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 751 Documents
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Deviant Grammatical Features of Philippine English: Acceptance among Educated Philippine English Users Joseph B. Quinto; Via Amor B. Perillo; Joyline N. Saldo
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.v6i1.5088

Abstract

Research on Philippine English (PhE) has documented recurrent grammatical deviations; however, how educated users evaluate these forms across teaching sectors remains under-investigated. This study examines the frequency and distribution of these features in student texts, their perceived acceptability among educated PhE users, and differences in acceptance across teaching classifications. A corpus of 76 opinion articles from a state university in Northern Luzon spanning up to a ten-year period (2014–2024) was analyzed. Descriptive statistical procedures identified 601 grammatical deviations across 11 structural categories. To assess acceptability, a validated survey was administered to basic education, higher education, and English as a Foreign Language (EFL) teachers, with an external auditor ensuring analytic rigor. Findings indicate that these deviations are frequent and broadly acceptable among respondents, suggesting their functional integration into educated PhE usage. Inferential analysis revealed no significant difference in acceptance between basic and higher education teachers; however, EFL teachers demonstrated significantly lower levels of acceptance, highlighting the influence of exonormative orientations in EFL settings. Overall, this study provides empirical support for the argument that recurrent deviations constitute emerging features of Standard PhE. It contributes to the codification of localized norms while underscoring the pedagogical and sociolinguistic implications of grammatical variation in World Englishes.
Block System Learning and Vocational Student Outcomes: The Mediating Role of Learning Motivation Nurul Fatimah Mas'ud; Purnamawati Purnamawati; Hamzah Nur
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.v6i1.5118

Abstract

This study investigates the structural relationships among block system learning, classroom management, learning motivation, and learning outcomes in vocational secondary education. Utilizing a quantitative ex post facto design, data were gathered using questionnaires and documentation from 197 eleventh-grade students in Computer and Network Engineering across Gowa Regency, Indonesia, selected via proportional random sampling from a total population of 239. Structural Equation Modeling–Partial Least Squares (SEM-PLS) was conducted for empirical analysis. Results demonstrate that block system learning (β = 0.463, p < 0.001) and classroom management (β = 0.420, p < 0.001) exert significant positive effects on learning motivation. Direct effects on learning outcomes were also confirmed for block system learning (β = 0.264, p = 0.001), classroom management (β = 0.159, p = 0.036), and learning motivation (β = 0.207, p = 0.027). Crucially, learning motivation partially mediates the influence of block system learning (β = 0.096, p = 0.040) and classroom management (β = 0.087, p = 0.035) on student learning outcomes. These findings underscore that the success of block scheduling in vocational instruction extends beyond mere time allocation, depending substantially on effective classroom management and heightened student motivation. This research provides solid empirical support for a motivational framework linking instructional design to vocational achievement, offering actionable strategic insights.
Volleyball Underhand Passing Learning Outcomes through the Student Teams Achievement Division (STAD) Cooperative Learning Model Hermina Uwung; Suwardi Suwardi; Suriah Hanafi
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.v6i1.5177

Abstract

This Classroom Action Research (CAR) investigated the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in enhancing volleyball underhand passing skills among tenth-grade students at High Secondary School YP PGRI 1 Makassar, Indonesia. Addressing baseline performance gaps—where only 29.2% of students achieved the Minimum Mastery Criteria (KKM = 80), heavily hindered by low psychomotor scores (mean = 57.90)—the study employed a two-cycle spiral design (planning, action, observation, reflection) involving 24 students selected via total sampling during the 2025/2026 academic year. Data was gathered through observation instruments, cognitive assessments, and psychomotor evaluation rubrics across the cognitive, affective, and psychomotor domains. Following Cycle I interventions, classical mastery increased to 54.2% (mean = 81.02). Subsequent pedagogical refinements in Cycle II yielded a 100% classical mastery rate (mean = 92.39), with substantial gains across cognitive (95.67), affective (97.14), and psychomotor (84.38) domains. The results demonstrate that STAD’s structured peer-tutoring and group-reward framework successfully remediates persistent motor execution errors while fostering affective engagement and conceptual understanding. These findings offer secondary physical education practitioners an evidence-based, replicable instructional strategy to bridge holistic learning domains in team-sport skill acquisition.
Application of Service Duel Approach to Improve High Secondary School Students' Badminton Backhand Serve Accuracy Fransiskus Saferius Nitit; Suwardi Suwardi; Suriah Hanafi
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.v6i1.5179

Abstract

Low psychomotor skill levels in badminton backhand serves remain a persistent challenge in high school physical education due to monotonous, teacher-centered instructional approaches. This Classroom Action Research (CAR) investigated the effectiveness of the Service Duel Approach—a paired, game-based competitive framework—in improving backhand serve accuracy, technical understanding, and learning engagement among 24 ninth-grade students at High Secondary School YP PGRI 1 Makassar (selected via purposeful sampling). Guided by the Kemmis and McTaggart action research cycle, data were collected over two cycles using a validated zone-based psychomotor service test (content validity index CVI = 0.88, inter-rater reliability ICC = 0.91), a cognitive understanding test (KR-20 = 0.84), and a structured affective observation sheet. Baseline observations indicated severe deficit, with only 12.50% of participants achieving the Minimum Mastery Criteria (KKTP ≥ 80; M = 68.00). Following Cycle I interventions, mastery reached 41.67% (M = 74.50). With refined targeted corrective feedback, basic mechanical drills, and peer assessment in Cycle II, 100.00% of participants met the mastery threshold (M = 83.42). While the 100% completion rate reflects specific classroom success within the CAR framework, potential novelty effects and short evaluation windows represent acknowledged study boundaries. The findings demonstrate that structured gamified duels successfully optimize psychomotor coordination and motor learning.
Post-Exchange Growth of ASEAN Educators: A Case at Saint Louis University Stephenie O. Busbus; Kyle Zaika V. Dayami; Chamverlaine Shine M. Domansi; Ryeven Brix P. Espique; Reynart H. Fajardo; Crystal Joy L. Falancy; Jhaymee G. Gasmeña; Khloe Peach R. Halagao; Jerielle Andrew O. Ignacio; Mariel Cate L. Laigo; Mary Rose D. Lantano
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.v6i1.5189

Abstract

International teacher exchange programs are widely promoted as instruments for enhancing global competence and pedagogical flexibility, yet empirical evidence regarding their long-term impact on pre-service participants as they transition into in-service careers remains scarce. Guided by Mezirow’s Transformative Learning Theory, this qualitative phenomenological study investigates the post-exchange professional and socio-cultural trajectories of former Southeast Asia (SEA) Teacher Project participants hosted by Saint Louis University, Philippines. Data were gathered through semi-structured interviews with five in-service teachers (three from Thailand and two from Indonesia) and analyzed using Braun and Clarke’s Reflexive Thematic Analysis via a two-phase (cool and warm) coding process. Three core themes emerged: (1) a Philosophical Paradigm Shift from a teacher-centered "knowledge-giver" to a student-centered "learning facilitator"; (2) a Professional Identity Transformation, characterized by heightened confidence, adaptability, and professional maturity; and (3) Pedagogical Adaptability, evidenced by the sustained integration of contextualized, learner-centered instructional strategies. Collectively, these findings suggest that short-term international teaching experiences spark a self-reinforcing, long-term cycle of reflective professional growth. Although limited by a small single-institution sample ( ) and potential retrospective recall bias, this study highlights the lasting efficacy of mobility initiatives. Ultimately, the results provide practical insights for host institutions and policymakers to enhance structured mentorship, pre-departure orientations, and post-exchange feedback mechanisms.
Adaptive Curriculum Development Management Framework: A Systematic Literature Review on Student Needs and Teacher Competence Erni Ekafitria Bahar; Syamsiarna Nappu; Nursakiah Nursakiah; Ikhbariaty Kautsar Qadry; Sitti Rahma Tahir
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.v6i1.5190

Abstract

Curriculum quality is central to educational effectiveness, yet research on curriculum management, student needs, teacher competence, and adaptive education has largely developed in isolation. This study systematically examines how curriculum development management grounded in students' learning needs and teachers' professional competencies can be integrated within an adaptive education framework. Following the PRISMA 2020 guidelines, a Systematic Literature Review (SLR) was conducted. From an initial pool of 847 records, 32 peer-reviewed articles retrieved from major international databases (Scopus, Web of Science, ScienceDirect, Springer, Wiley, PubMed) and nationally accredited SINTA journals met the inclusion criteria and underwent thematic analysis. Four interrelated themes emerged: (1) student needs analysis as the foundation of curriculum planning; (2) teacher competence as the core driver of adaptive implementation; (3) Universal Design for Learning (UDL) as the primary design framework; and (4) responsive, data-informed evaluation and feedback mechanisms. Synthesizing these dimensions, this study proposes the Integrative Conceptual Framework of Adaptive Curriculum Management (KIMKA). The framework conceptualizes a dynamic, cyclical model that positions students need as a continuous reference point, treats teachers as active co-developers, and frames evaluation as an ongoing reflective practice. The primary novelty lies in this holistic, non-linear conceptualization, offering key theoretical and practical implications for educational leaders, policymakers, and practitioners—particularly in advancing inclusive curriculum reform such as Indonesia's Kurikulum Merdeka.
Bridging Cognitive Scaffolding and Fine Motor Skill Acquisition: Jigsaw Cooperative Learning in Badminton Backhand Short Serve Hawa Pelu; Welhemina Unmehopa; Johanna Matitaputty
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.v6i1.5200

Abstract

Acquiring fine motor skills in physical education poses a pedagogical challenge, as traditional teacher-centered instruction often fails to provide individual kinesthetic feedback, while peer-tutoring risks transmitting erroneous movement habits. This study evaluated the efficacy of the Jigsaw cooperative learning model integrated with a structured biomechanical scaffolding protocol to improve backhand short serve performance in badminton among tenth-grade vocational high school students (N = 21). Utilizing Kemmis and McTaggart’s Classroom Action Research (CAR) framework across two cycles, motor skill acquisition was measured via a validated 12-point psychomotor rubric (Aiken’s V = 0.88; inter-rater Cohen’s κ = 0.85). Quantitative analysis revealed significant progressive gains in psychomotor execution: baseline mean score was 57.62 ± 5.82 (10% mastery), increasing to 74.52 ± 4.20 (38% mastery) in Cycle I, and achieving 86.43 ± 3.82 (100% mastery) in Cycle II. Non-parametric repeated measures confirmed significant longitudinal performance gains (Friedman χ² (2) = 42.00, p < 0.001), with post-hoc Wilcoxon signed-rank tests demonstrating substantial improvement from baseline to Cycle II (Z = -4.021, p < 0.001, Cohen’s d = 5.86; average N-Gain = 0.68, moderate-to-high effect). Biomechanical task-card deconstruction and teacher quality control effectively facilitated kinetic feedback and reduced execution anxiety. Structured peer-dependence serves as a robust pedagogical bridge between cooperative cognition and motor skill mastery.
Development and Validation of the SELFIE Scale for English Pre-Service Teachers' Instructional Self-Efficacy Nelson F. Padchonga; Novelyn L. Alitan; Cecil G. Abilang; Ceria Mae G. Simalong
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.v6i1.5304

Abstract

This study developed and validated the Self-Efficacy in English Language for Instructional Effectiveness (SELFIE) Scale, an instrument designed to measure the perceived instructional competence of English pre-service teachers. Anchored on a sequential exploratory mixed-methods design, the study first gathered qualitative data from college supervisors, cooperating teachers, and English pre-service teachers to identify the knowledge, skills, and attitudes deemed essential for internship readiness. Thematic analysis organized these expectations into the domains of knowledge, skills, and attitudes, which informed the construction of an initial 100-item instrument. The quantitative phase then established the scale's psychometric soundness. Three experts in English education and educational assessment evaluated each item's relevance and clarity, producing high item-level and scale-level content validity indices. Pilot testing with 269 English pre-service teachers revealed excellent internal consistency (Cronbach's alpha = 0.986). Exploratory Factor Analysis confirmed a three-factor structure consistent with the knowledge-skills-attitudes framework, explaining 51.7% of the total variance, while Confirmatory Factor Analysis supported the model's adequacy through acceptable fit indices. Findings affirm that the SELFIE Scale is a valid and reliable instrument for assessing English pre-service teachers' self-efficacy in instructional effectiveness. Its application may enhance teacher preparation programs by informing curriculum refinement, guiding pre-internship interventions, and supporting evidence-based evaluation of student teachers' instructional readiness
Deep Learning-Enhanced Discovery Learning: Impact on High School Students' Environmental Change Outcomes Dwi Andini Putri; Agung Setia Batubara
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.v6i1.5306

Abstract

This study investigated the effect of the Discovery Learning model integrated with a Deep Learning approach on students’ learning outcomes in the topic of Environmental Change and Conservation. A quasi-experimental design with a Non-equivalent Control Group was employed, involving 70 Grade X students at High School 1 Batang Kuis, Indonesia, divided equally into experimental (n = 35) and control (n = 35) groups. Instruments included 20 higher-order thinking (C4–C6) multiple-choice items administered as pretest and posttest. Data were analysed using the Mann–Whitney U test and Normalised Gain (N-Gain) through IBM SPSS Statistics. Results showed that posttest mean scores were significantly higher in the experimental class (M = 89.57, SD = 7.51) than in the control class (M = 82.14, SD = 10.79). The Mann–Whitney test yielded a significant difference (U = 280.5, p = 0.03), with the experimental group’s mean rank (42.67) exceeding that of the control group (28.33). Furthermore, the experimental class achieved a high N-Gain category (0.78) compared to the moderate category of the control class (0.66). These findings demonstrate that the Discovery Learning–Deep Learning integration effectively promotes conceptual understanding and higher-order cognitive skills in biology education.
Historical Awareness and Cultural Heritage Preservation: A Qualitative Study in Senior High School Context Nurul Mawaddah; Baso Syafaruddin; Harwin Harwin; Nurdin Nurdin; Besse Nurul Zakia; Nurfadilah Nurfadilah; Nur Ilham; Nurul Lutfiyah Latif; Putri Umul Hair
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.v6i1.5317

Abstract

This study examines how senior high school students and community members perceive the historical value of a local royal tomb in Nagauleng Village, South Sulawesi, Indonesia, and how these perceptions foster cultural heritage preservation awareness. Adopting a qualitative descriptive approach, data were gathered through in-depth interviews, participant observations, and document analysis with students, educators, community leaders, and local officials. Findings demonstrate that students’ initial historical knowledge was fragmented and largely reliant on oral tradition. However, engagement in participatory cultural practices—such as tomb pilgrimages, mappenre bunga, and mappadendang ceremonies—effectively transformed tacit historical awareness into structured, explicit understanding. Participants conceptualized the royal tomb not merely as a burial ground but as a dynamic symbol of historical, cultural, and spiritual identity. While institutional support and active living traditions served as critical catalysts for preservation, limited written documentation and diminishing youth engagement emerged as significant impediments. Ultimately, the study highlights that incorporating local heritage sites into both formal and informal educational frameworks significantly enhances historical consciousness and strengthens community-driven preservation efforts.

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