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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
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Digital Assistive Technologies for Primary School Children with Dyslexia: A Systematic Literature Review Joselito C. Gutierrez; Marinel Piamonte; Bryan Solomon; Juliane Louisse Daganos; Bryan V. Catama
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.v6i1.5498

Abstract

Evaluating the functional efficacy and multifaceted implementation barriers of digital assistive technology (DAT) interventions tailored for primary school learners aged 3 to 12 with dyslexia. Adhering strictly to PRISMA guidelines, a systematic literature review across Google Scholar, ERIC, PubMed, and ScienceDirect identified nine empirical studies published between 2015 and 2025 (screened based on robust qualitative and quantitative extraction criteria involving children, educators, and specialists). The synthesized findings demonstrate that diverse digital interventions—ranging from text-to-speech systems and smartpens to haptic learning platforms and adaptive recommender software—consistently improve literacy skills, phonological awareness, executive functioning, and learner autonomy. Across the sample (ranging from single-subject case designs to large-scale data sets of n=5,478), qualitative and quantitative metrics show marked gains in decoding speed and homework independence. Nevertheless, optimal classroom integration remains hindered by systemic barriers, including inadequate teacher professional development, school resource limitations, non-compliance with Web Content Accessibility Guidelines (WCAG), and risks of peer stigma. The review concludes that stakeholders must transition from viewing DAT as isolated tools to establishing a collaborative, human-centered educational ecosystem. Achieving this paradigm shift requires robust, ongoing educator training, the direct embedding of digital accommodations into everyday literacy instruction, and the proactive implementation of universal design frameworks by technology developers to foster equitable, inclusive primary classrooms.
Professional Development and Teacher Efficacy in Kachin State, Myanmar: A Qualitative Study Lum Pan Hpaulu
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.v6i1.5548

Abstract

This study investigates how professional development (PD) influences teaching confidence and pedagogical effectiveness among high school educators in Maijayang, Kachin State, Myanmar—a region severely impacted by political instability and systemic resource scarcity. Utilizing a qualitative phenomenological approach, in-depth semi-structured interviews were conducted with ten high school teachers to capture their lived experiences. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings reveal that while PD programs successfully enhance internal self-efficacy and promote student-centered instructional strategies, severe infrastructural limitations—specifically frequent power outages and lack of internet access—substantially hinder the implementation of digital or high-tech training models. Consequently, educators adapt by relying heavily on peer-to-peer mentoring and localized solution-sharing as primary drivers for sustained professional growth. This research underscores that standard, high-tech PD frameworks are often ineffective in crisis-affected environments. Ultimately, the study highlights the urgent need for context-sensitive educational interventions, emphasizing that training in resource-limited and conflict-disrupted settings must pivot toward practical, low-resource strategies and community-built support networks to foster sustainable pedagogical resilience.
Navigating Reading Challenges: Phenomenological Study of Teachers Supporting Struggling Readers in Philippine Context Joselito C. Gutierrez; Dawn Lois D. Songyoen; Naomi Joy S. Raguindin; Khate Ashleey B. Respicio; Axcel Rey Sampaga; Brian Dave A. Sibucao; Cyril M. Simpliciano; Marc Russel M. Simpliciano; Hogan C. Tan; Anthony L. Tique; Ralph Henry B. Villacarlos
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.v6i1.5549

Abstract

Struggling readers are a persistent concern in Philippine elementary education, yet research has largely examined student reading outcomes rather than the professional, emotional, and instructional experiences of the teachers who support these learners in resource-constrained, multilingual classrooms. This study investigated the lived experiences of elementary English teachers in identifying and supporting struggling readers, and how they adapt their pedagogy and negotiate contextual barriers. Transcendental phenomenological design was employed. Fifteen proficient public elementary English teachers in Baguio City, Philippines, were selected through criterion purposive sampling and interviewed using semi-structured, face-to-face interviews. Transcripts were analyzed using Braun and Clarke’s six-phase thematic analysis, and trustworthiness was supported through member checking. Four themes emerged: (a) diagnostic triage through standardized literacy assessments, (b) pedagogical flexibility and differentiated scaffolded instruction, (c) ecosystemic collaboration via remedial and peer networks, and (d) socio-contextual barriers, including parental illiteracy and resource constraints. The findings suggest that Vygotskian scaffolding must be extended to account for ecological and linguistic barriers in post-colonial multilingual classrooms, because its effectiveness is bounded by the educational and socioeconomic capital of the home. Implications for teacher professional development, curriculum localization, language-in-education policy, and parental partnership are discussed.
Evaluating Automotive Vocational Education via the Link and Match 8+i Model in Indonesia Daarul Aksho Maloto; Muhammad Yahya; Amiruddin Amiruddin
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.v6i1.5580

Abstract

This study evaluates the implementation of the 'Link and Match 8+i' vocational policy within the Light Vehicle Automotive Engineering programs at SMKN 3 and SMKN 5 Makassar, Indonesia. Employing Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation model, an explanatory sequential mixed-methods design examined structural alignment, resource readiness, operational fidelity, and educational outcomes. The study involved 164 respondents selected via proportional random sampling from a total population of 267. Data were collected through documentation, semi-structured interviews, and validated questionnaires (α=0.965 for process, α=0.964 for product), analyzed using descriptive statistics and thematic analysis. Context evaluation confirmed robust policy backing and active industrial partnerships. Input evaluation demonstrated strong curricular and human resource readiness, alongside persistent infrastructural bottlenecks in workshop facilities and teaching factory deployment. Process evaluation revealed high operational fidelity, with 86.4% of respondents rating implementation as highly appropriate, while product evaluation indicated strong competency attainment. However, discrepancy analysis highlighted a critical paradox: despite high stakeholder satisfaction and skill acquisition, regional labor market placement remains constrained. These findings offer actionable insights for policy re-alignment to bridge the gap between educational performance and graduate employability in developing economies.
Developing a Local Wisdom-Based Bamboo Carving Module for Visual Arts Education Sarmila Fitriani Dirman; Abd. Aziz Ahmad; Pangeran Paita Yunus
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.v6i1.5617

Abstract

This study aims to develop and determine the feasibility of a contextualized teaching materials specifically a bamboo-carving instructional module titled "Carving with Bamboo Media" for eighth-grade students in lower secondary schools. Grounded in the implementation demands of Indonesia's Kurikulum Merdeka (Independent Curriculum) and its emphasis on deep learning and local wisdom integration, this research addresses the scarcity of systematic, curriculum-aligned learning resources for traditional craft education and the financial barriers associated with imported or wood-based carving media. Employing a Research and Development (R&D) approach based on the 4D model (Define, Design, Develop, and Disseminate) by Thiagarajan et al., the study proceeded through the first three stages, with the dissemination stage set aside for future research. Data were gathered through expert appraisal using a five-point Likert scale and evaluated via the Criterion-Referenced Assessment Approach (Pendekatan Acuan Patokan / PAP). The results indicate that the developed instructional module achieved exceptionally high feasibility ratings: the material-content expert evaluated the product at 4.65 out of 5 (categorized as "Very Good"), while the media expert rated its visual and technical layout at 4.00 out of 5 (categorized as "Good"). These findings confirm that the bamboo-carving module meets rigorous validity standards and serves as an effective, economical supplementary learning resource for contextualized visual arts instruction. Future research should pursue the dissemination stage through classroom empirical trials to measure its direct impact on students' creative psychomotor competencies and learning outcomes.
Measuring Academic Buoyancy Across Educational Contexts: A Systematic Review of Psychometric Evidence, Measurement Invariance, and Validity Wardani Wardani
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.v6i1.5647

Abstract

Academic buoyancy reflects a student's ability to navigate everyday academic setbacks. To measure this construct accurately across diverse educational and socio-cultural settings, psychometrically robust instruments are essential. This study systematic reviewed the psychometric properties and structural validity of academic buoyancy measurement, focusing on measurement invariance, convergent validity with external constructs, and socio-cultural adaptability. Following PRISMA guidelines, a systematic literature search was conducted across Scopus and Web of Science databases, identifying 12 eligible empirical studies. Data were extracted and synthesized based on measurement focus, invariant properties, motivational and academic correlates, and cross-cultural application. Synthesis revealed three core themes: First, measurement invariance testing remains underrepresented, with only two studies evaluating the equivalence of the Academic Buoyancy Scale (ABS) across gender and cultural groups. Second, academic buoyancy consistently correlated positively with adaptive constructs including grit, motivation, future time perspective, engagement, and achievement, while serving a protective function against academic anxiety and burn-out. Third, while studies span diverse geographic and educational contexts, contextual breadth failed to guarantee cross-cultural measurement equivalence. Furthermore, findings emphasize the critical necessity of conceptually and psychometrically distinguishing academic buoyancy from academic resilience. Future research must prioritize robust invariance testing, expand validity evidence, and ensure contextual adaptation to safeguard accurate interpretation and responsible application in educational research.

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