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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
 72   73   74   75   76 
Islamic Ecotheology in Action: Evaluating a Community-Led Tree-Planting Framework for Transformative Environmental Education Andi Utari Samsir; Syamsuddin Semmang; Misbahuddin Misbahuddin; Muh. Asri; Hamzah Musaddad; Farha Awwaliya; Khaerunnisa Khaerunnisa; Sitti Khajar
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.v6i1.5338

Abstract

Escalating environmental crises necessitate ethical and spiritual approaches alongside technical solutions. In Muslim-majority communities, Islamic teachings offer a robust theological foundation for stewardship centered on khalifah (vicegerency) and amanah (trust). This study investigates Islamic ecotheology as a transformative educational framework, examining how its principles foster environmental literacy through community-led tree-planting initiatives in Pompanua Village, South Sulawesi, Indonesia. Adopting an empirical qualitative case study design, data were gathered via in-depth interviews, participant observation, and document analysis with seven key informants, including village administrators, religious leaders, and residents. Thematic analysis revealed three core dynamics: first, khalifah and sadaqah jariyah doctrines provide the primary theological motivation for environmental responsibility; second, ecotheological values are operationalized through collective tree planting, fusing sacred duty with ecological practice; and third, participation enhances faith-mediated environmental literacy—encompassing knowledge, affective concern, and pro-environmental behaviors—while fortifying community cohesion. Consequently, integrating Islamic ecotheology into community conservation provides a culturally resonant model for faith-based environmental education. This framework demonstrates how religious values and grassroots action effectively extend environmental literacy beyond formal schooling, offering a scalable blueprint for sustainable environmental governance.
Evaluating Cross-Border Indonesia–Malaysia University Partnerships in Enhancing Teacher Professional Development: A Comprehensive Impact Analysis Ayman Aied Mohammed Mamdouh; Ahmad Muktamar; Ekawati Hamzah; Ahmad Ridha Jafar
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.v6i1.5339

Abstract

In the era of regional integration, transnational higher education partnerships are pivotal to elevating educational standards. Grounded in transnational education theory, this study evaluates a bilateral partnership between Indonesian and Malaysian universities designed to enhance teacher pedagogical and guidance counseling competencies. Utilizing a mixed-methods sequential explanatory design, quantitative data were gathered from 240 secondary educators across three longitudinal time points, analyzed via paired-sample t-tests and repeated-measures ANOVA. Qualitative insights were elicited from 18 key informants to contextualize quantitative trends. Baseline-to-follow-up analyses demonstrated statistically significant, sustained gains in pedagogical competencies (M_pre=2.41 vs. M_(follow"-" up)=3.82; t(239)=14.83, p<.001, d=0.96) and counseling competencies (M_pre=2.25 vs. M_(follow"-" up)=3.64; t(239)=12.47, p<.001, d=0.81). Qualitatively, shared socio-cultural alignment (Serumpun ethos) catalyzed cross-institutional adaptability, whereas administrative incongruence—mismatched academic calendars, credit transfer friction, and divergent certification standards—constituted primary structural barriers. Ultimately, this study advances a scalable cross-border professional development framework for educational leaders and policymakers aiming to mitigate institutional friction within ASEAN higher education.
Reconstructing Cultural Values Through Community Socialization to Transform the Social Stigma of Child Marriage: A Qualitative Study in an Indonesian Islamic Secondary School Muarifah Rahmi; Samsuddin Samsuddin; Sri Wahyuni; Fikri Massi Fawellangi; Dewi Anggreni; Fajrian Putri Nabila; Andi Fitriadi Suaeb; Nadrah Fauziyyah Sukardi; Andi Oddang; Putri Mulia Asy Syuura Arief
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.v6i1.5346

Abstract

Background. Child marriage persists as a major development and child-protection challenge in Indonesia, sustained less by legal gaps than by deeply embedded cultural values and social stigma that frame early marriage as moral and economic protection for girls. Purpose. This study examines how a structured, dialogue-based socialization programme can reconstruct local cultural values and thereby shift community stigma surrounding child marriage, without erasing local cultural identity. Method. A qualitative descriptive-analytic design was employed at Madrasah Aliyah As’adiyah Uloe, South Sulawesi. Data were generated through participant observation of socialization activities, in-depth interviews with purposively selected informants (students, parents, customary and religious leaders, and field facilitators), and documentary analysis. Data were analysed using the interactive model of Miles, Huberman, and Saldaña, with source and technique triangulation to ensure trustworthiness. Findings. The stigma positioning early marriage as a safeguard against premarital sex (zina) and economic burden was renegotiated through a three-stage value process – neutralization, replacement, and validation. Reframing “family honour” from “a daughter quickly married” to “a daughter educated and empowered,” articulated in local religious and customary language by trusted opinion leaders, moved community orientation from permissive to selective and preventive. Implications. Cultural reconstruction offers a transferable, culturally grounded model for child-marriage prevention, suggesting that education and child-protection policy should move from instructive, top-down campaigns toward persuasive, dialogue-based engagement that recruits local values as instruments of change.
Pedagogical Efficacy and Psychomotor Impact of Wokwi Simulation-Based Interactive E-Modules in Mechatronics Vocational Education Amalia Septyani Amirullah; Ummiati Rahmah; Yasser Abd Djawad
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.v6i1.5383

Abstract

Hands-on sensory and transducer instruction in mechatronics vocational education often faces critical bottlenecks, including high hardware costs, component susceptibility to operational damage, and restricted physical laboratory hours. While virtual simulation tools have emerged as potential solutions, existing digital instructional media frequently lack structured pedagogical frameworks, functioning merely as digitized static manuals. This study evaluates the pedagogical efficacy, content validity, and user engagement of a novel interactive E-Module integrated with the Wokwi web-based simulator for higher education sensors and transducer practical courses. Utilizing a Research and Development (R&D) design grounded in the 4D model (Define, Design, Develop, Disseminate)—scoped to the Develop phase—and Tessmer's formative evaluation framework, the instructional media was systematically constructed and refined. Content validity was evaluated by an expert panel using Aiken’s Content Validity Index (V), yielding high content validity (V = 0.94 for material completeness; V = 0.91 for media usability). Formative testing across iterative phases—one-to-one evaluation (N=6), small-group trial (N=15), and field evaluation (N=25)—demonstrated significant progressive increases in student perceptual engagement and technical usability (mean scores rising from 78.05% to 89.57%). Quantitative synthesis confirms that integrating real-time Wokwi code execution bridges the gap between abstract circuit logic and physical sensor responses, substantially decreasing student cognitive load during micro-programming tasks. Limitations regarding the absence of haptic physical calibration and signal noise in pure virtual environments are critically acknowledged, offering clear empirical directions for blended laboratory implementation.
Inquiry-Based Microsoft MakeCode Integration for Enhancing Technical Competencies in Vocational Basic Electronics Engineering Ibnu Qayyum Abdullah; Ummiati Rahmah; Saharuddin Saharuddin
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.v6i1.5385

Abstract

Modern vocational education demands an effective synthesis between conceptual understanding and practical technical execution. However, traditional lecture-centric pedagogy in Basic Electronics Engineering often results in low performance due to abstract circuit logic. This quasi-experimental study investigated the effectiveness of integrating Microsoft MakeCode block-based simulation within an inquiry-based framework. Conducted over six weeks, the study involved two tenth-grade classes at Vocational School 10 Makassar: an experimental group (n = 24) utilizing inquiry-based MakeCode simulation and a control group (n = 21) receiving direct instruction. Data were collected via expert-validated 20-item achievement tests (Cronbach’s α = 0.829) and observation sheets. Post-intervention results demonstrated significant gains: the experimental group achieved a mean post-test score of 82.29 ± 6.64 (pre-test: 46.88 ± 9.08), while the control group reached 67.86 ± 9.24 (pre-test: 44.52 ± 8.65). An Independent Samples t-test revealed a statistically significant difference favoring the experimental cohort (t (43) = 6.002, p < 0.001, Cohen’s d = 1.79), supported by paired-samples analysis (t (23) = -19.572, p < 0.001). The experimental group attained a mean normalized gain of 0.66 (66.76%) and an 89.4% student engagement rate. Integrating visual block-programming simulation within inquiry cycles bridges abstract schematic theory and hands-on system logic, offering a scalable instructional model for Industry 4.0 Technical and Vocational Education and Training.
Think-Pair-Share Model on High Secondary School Students' Academic Outcomes in Human Reproduction Nelsa Saragih; Adriana Y. D. Lumban Gaol
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.v6i1.5404

Abstract

Teaching conceptually dense and sensitive biological topics, such as the human reproductive system, frequently presents pedagogical challenges in secondary science education. This study evaluated the empirical efficacy of the Think-Pair-Share (TPS) cooperative learning model on secondary students' tri-domain learning outcomes (cognitive, affective, and psychomotor). A quantitative quasi-experimental design featuring a non-equivalent control group pretest-posttest structure was conducted with 60 eleventh-grade natural science students, divided into an experimental group (n=30, TPS model) and a control group (n=30, direct conventional instruction). Prior baseline equivalence was confirmed, and pretest variance was statistically controlled using Analysis of Covariance (ANCOVA). After adjusting for baseline cognitive heterogeneity, the ANCOVA revealed a statistically significant main effect favoring the TPS model on cognitive performance (F(1,57)=65.73, p<.001, ηp2 =.536), representing a large effect size. Furthermore, inferential testing demonstrated significant parallel enhancements in the experimental group's affective engagement (d=1.91) and psychomotor collaboration (d=2.38) relative to the control group. These findings indicate that structured dyadic dialogue and socio-cognitive scaffolding within TPS effectively mitigate intrinsic cognitive load and psychological barriers when learning complex physiological mechanisms. Pedagogically, TPS offers a highly scalable, resource-efficient instructional strategy for secondary science educators seeking to optimize conceptual mastery alongside 21st-century collaborative competencies.
Predictive Role of Industrial Practicum and Organizational Experience on Career Readiness of TVET Students Naila Ardianti; Mustamin Mustamin; Saharuddin Saharuddin
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.v6i1.5413

Abstract

Addressing the career readiness gap in Technical and Vocational Education and Training (TVET) amid Industry 4.0 automation demands a dual integration of technical and interpersonal competencies. This study investigates the predictive role of industrial practicum experience and student organizational involvement on the career readiness of Electronics Engineering Education students. Employing a quantitative predictive-correlational research design, data were collected from N = 107 undergraduates selected via stratified random sampling from a population of N = 146 who had completed industrial internships and were active in campus organizations. Operationalized instruments measuring technical domain mastery, soft skills, and career adaptability were validated through expert judgment and pilot psychometric evaluation (Cronbach’s α > .90). Multiple linear regression analysis revealed that industrial practicum experience exerts a strong, dominant positive prediction on career readiness (β = .667, t = 9.728, p < .001), while organizational experience provides a moderate, complementary positive prediction (β = .247, t = 3.602, p < .001). The overall predictive model demonstrated significant explanatory power (F (2, 104) = 136.883, p < .001, R = .851), accounting for 72.5% of the total variance in career readiness (R² = .725, Adjusted R² = .719). These empirical findings demonstrate that while hands-on technical immersion during industrial practicums constitutes the backbone of vocational capability, organizational involvement critically reinforces interpersonal agility. The study provides actionable insights for TVET administrators to restructure internship frameworks and embed leadership competencies within technical laboratory curricula.
Synergizing Student Motivation and Project-Based Learning Syntax for Internet of Things Course Learning Outcomes Chiwi Handayani; Matasia Matasia; Muh. Ma’ruf Idris
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.v6i1.5422

Abstract

This study examines how internal learning motivation interacts with students' evaluative perception of Project-Based Learning (PjBL) syntax to influence academic achievement in a hardware-software integrated Internet of Things (IoT) course. A quantitative causal-associative survey design was executed among 48 Electronics Engineering Education students (2022 cohort) at Universitas Negeri Makassar using saturated total sampling. Data was collected via a validated 26-item Likert questionnaire and standardized rubrics evaluating cognitive, psychomotor, and effective IoT course performance. Analysis employed multiple linear regression preceded by classical assumption verifications, Harman's Single-Factor test for common method variance, and a G*Power post-hoc sensitivity check. Both learning motivation (β = .308, t (45) = 2.308, p = .026) and perception of PjBL syntax implementation (β = .304, t (45) = 2.272, p = .028) exerted significant positive partial effects on IoT learning outcomes. Jointly, the model demonstrated a significant simultaneous effect, F (2, 45) = 5.644, p = .007, accounting for 20.1% of achievement variance (R² = .201, Adjusted R² = .165). Post-hoc power analysis confirmed adequate statistical power (1 - β = 0.812, α = .05) despite the small cohort size.
Optimizing Biology Outcomes and Engagement in Human Reproduction via Jigsaw-Mediated Cognitive Load Reduction Serniati Nababan; Endang Sulistyarini Gultom
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.v6i1.5449

Abstract

Addressing sensitive biological concepts, such as human reproduction, frequently generates high cognitive load and socio-emotional anxiety among secondary students, obstructing conceptual mastery and participation. This study evaluated the pedagogical efficacy of Jigsaw cooperative learning in mitigating cognitive load and fostering multi-dimensional engagement among eleventh-grade biology students (N=64). Utilizing an intact cluster quasi-experimental pretest-posttest control group design, two classes were assigned to Jigsaw-mediated peer instruction or conventional direct instruction. Analysis of Covariance (ANCOVA), controlling for baseline variance, revealed a statistically significant treatment effect on posttest achievement, F(1,61)=19.45, p<.001, partial η^2=.242, with a strong standardized effect size ("Cohen’s " d=1.11). The Jigsaw cohort demonstrated higher adjusted posttest means (M=80.82, SD=8.81) than the control group (M=70.93, SD=8.88), driven by marked gains in higher-order cognitive domains (C4–C6). Multi-observer fidelity tracking using Diedrich’s framework (κ=.88) confirmed high active engagement across visual, oral, mental, and emotional dimensions (90–95%), though motor activity (80%) was constrained by classroom physical architecture. Grounded in Sweller’s Cognitive Load Theory and Vygotsky’s Zone of Proximal Development, findings demonstrate that Jigsaw’s dual-group architecture redistributes working memory load and alleviates socio-psychological anxiety, offering strong empirical support for peer-assisted learning frameworks in biology curricula.
Promoting Student Tolerance via Religious Moderation: Evidence from Indonesian Multicultural High Schools Muh. Rani Rachmansyah Bachtiar; Kartini Kartini; Bulu’ Kanro
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.v6i1.5475

Abstract

This qualitative case study investigated how religious moderation-based Islamic Education (PAI) strengthens interfaith tolerance and social harmony in an Indonesian multicultural public senior high school (SMAN 2 Palopo, South Sulawesi). Grounded in Social Learning Theory, Constructivist Learning Theory, and Allport's Contact Theory, the research addressed three questions: how moderation values are structurally integrated into PAI instruction, how these values manifest in students' daily cross-religious social interactions, and how institutional support drives tolerance outcomes. Participants comprised N = 26 purposively selected key stakeholders: 3 administrators, 3 PAI teachers, 2 guidance counselors, and 18 students representing diverse religious affiliations (Muslim, Protestant, Catholic, Hindu). Data were collected over three months via 14 classroom observations, 26 semi-structured interviews, and analysis of 12 institutional artifacts, and analyzed using Miles, Huberman, & Saldaña's interactive model. Rigor was established through Lincoln and Guba's trustworthiness framework (Cronbach's α = 0.89/0.91 inter-coder agreement). Findings revealed three core mechanisms: (1) instructional integration through contextualized problem-based learning and multi-perspective theological reasoning; (2) authentic social enactments featuring equal-status cross-faith academic collaboration (88.8% positive peer interaction rate) and joint civic activities; and (3) an institutional ecosystem enforcing inclusive school regulations. The study formulates the Integrated Religious Moderation Ecosystem (IRME) Model, demonstrating that PAI acts as an operative vehicle for social cohesion when classroom pedagogy, teacher modeling, and inclusive governance converge.

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