Indonesian Journal Of Educational Research and Review
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Indonesian Journal of Educational Research and Review. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Indonesian Journal of Educational Research and Review
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<![CDATA[Interactive Learning Multimedia Containing Balinese Traditional Games in Thematic Learning ]]>
<![CDATA[Putu Sandhita Prayoga]]>;
<![CDATA[Desak Putu Parmiti]]>;
<![CDATA[I Gede Margunayasa]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.48802
<![CDATA[The lack of availability of interactive learning multimedia based on Android applications containing local wisdom that can be used in learning causes the use of technology-based learning media to be less than optimal. This study aims to produce Interactive Learning Multimedia Containing Local Wisdom Balinese Traditional Games in Thematic Learning for Grade V Elementary School. This study uses the ADDIE development model. The research subjects are lecturers who are experts in learning media and content experts for elementary thematic learning, practitioners (teachers), and fifth-grade elementary school students. The research instruments were in the form of questionnaires and tests. Data analysis used quantitative descriptive analysis and inferential statistics. The research results are Interactive Learning Multimedia Loaded with Local Wisdom of Balinese Traditional Games in the Thematic Learning for Grade V Elementary School, with a validity of 95.79% from learning media experts and 93.85% from elementary thematic learning content experts. The level of practicality is 97.33% of practitioners and 98.33% of students. The effectiveness test results with the correlated sample t-test showed an average pre-test score of 11.52 and an average post-test score of 15.89. It was concluded that the Interactive Learning Multimedia with Local Wisdom in Traditional Balinese Games effectively improved students' thematic learning outcomes. Interactive learning multimedia makes learning more interesting and has an impact on better student learning outcomes.]]>
<![CDATA[Spatial Ability and Digital Literacy Profiles: Preceding Survey on the Need of Augmented Reality Media in Chemistry Instruction ]]>
<![CDATA[Yuyun Yulianti]]>;
<![CDATA[Indarini Dwi Pursitasari]]>;
<![CDATA[Irvan Permana]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.49030
<![CDATA[Students are demanded to be equipped with a sufficient level of multiliteracy to perform 21st Century Skills which include spatial ability and digital literacy. Spatial ability is needed to solve problems in chemistry lessons. In addition to spatial ability, digital literacy is also required to face industry 4.0. This research is aimed to analyze both spatial ability and digital literacy skills along with the media that could help develop the two skills. The research method used is descriptive qualitative method uses a survey to collect the data. This study was carried out on 922 senior high school students from four schools and 35 teachers. Purdue Spatial Visualization Test (PSVT), Likert-scale questionnaire, and closed-ended questionnaire were used as the instruments. The results indicate that 98% of the students are of low category in spatial ability while those showing mid and high category each only consists of 1%. However, in terms of the digital literacy index, the students generally score mediocre. The results from the media need a questionnaire on chemistry instruction to indicate that Augmented Reality-based media is needed both by teachers and students. Therefore, to help improve the students’ spatial ability and digital literacy, a teaching media that visualizes both abstract and concrete objects is needed.]]>
<![CDATA[Factors Affecting Entrepreneurship Behavior: Variance-Based Structural Equation Modelling ]]>
<![CDATA[Firman Firman]]>;
<![CDATA[Firscilla Wulan Tersta]]>;
<![CDATA[Felicia Ayu Sekonda]]>;
<![CDATA[Hidayatul Arief]]>;
<![CDATA[Budi Setiawan]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.49046
<![CDATA[Entrepreneurship is widely recognized as one of the important elements for achieving success in today’s society because of its important contribution to economic growth, job creation, and technological advancement. This study aims to analyze empirically the effect of the interaction between entrepreneurial intentions (EI) and entrepreneurial behaviour (EB), which is influenced by determinants such as competitive nature, keen attention to entrepreneurship, and proactive personality. This study used a quantitative approach with a cross-sectional survey design. A total of 2322 students who were about to graduate were involved in this study. Attention sharpness in entrepreneurship was measured using 13-items questions. The competitive trait was measured using three items. Proactive personality was measured using ten items. Entrepreneurial Intentions was measured using the entrepreneurial intention scale, namely personal attitudes, subjective norms, and perceived behavioural control. PLS-SEM was used at the stage of model measurement and hypothesis testing. The results of the study inform that the four hypotheses of the antecedent variable directly influence entrepreneurial intentions and behaviour. Still, there is no moderation in the competitive trait and proactive personality variables in the two hypotheses. Students’ awareness of the need for achievement and the personality characteristics required for entrepreneurship can change when they are brought into direct experience with entrepreneurs who can be role models.]]>
<![CDATA[Digital Fairy Tales: Children's Literacy Development During the Covid-19 Pandemic ]]>
<![CDATA[Ni Putu Sinta Dewi]]>;
<![CDATA[Sugito]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.49066
<![CDATA[Digital technology has become a part of most children's everyday experiences. In kindergarten, they tend to have many encounters with various forms of digital communication. The application of digital literacy in early childhood education is currently in the form of developing digital books and digital fairy tales. The purpose of this study is to describe and analyze the practice of developing digital fairy tales carried out in schools. This research uses the case study research method. The subjects of this study were 10 early childhood education teachers who became facilitators of digital fairy tale development. The selection of this subject was based on purposive sampling, with the consideration that the abilities and contributions of the informants could contribute to the understanding of the phenomenon under study. Data collection was carried out by in-depth interviews conducted through face-to-face meetings. Data analysis uses three types of activities, namely data reduction, data modeling, and drawing conclusions. The results of this study illustrate that the implementation of digital fairy tales and their development tend to lead to the application of digital fairy tale videos without direct interaction with early childhood. This application is not in accordance with the concepts and theories of digital literacy and digital fairy tales for early childhood. Thus, it is hoped that the development of digital fairy tales will take the point of view of the need for an important and more meaningful stimulus in early childhood without eliminating the interactions that are the core of storytelling activities.]]>
<![CDATA[Assessment Instruments of STEM Project-Based Learning on Statistical Materials ]]>
<![CDATA[Rosita Dwi Ferdiani]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50014
<![CDATA[Most students do not have the skills to use information, so the information is less applicable in everyday life, and can even hurt students. This is a challenge for teachers in this era. One of the learning models that can be used to face challenges in the era of the industrial revolution 4.0 is Project-Based Learning. Therefore the purpose of this study was to analyse the feasibility, practicality, and effectiveness of the STEM project-based learning assessment instrument. The research development model used in this research is ADDIE model. The subjects of this research are two class of junior high school namely class VIII A and class VIII B which will be doing a broad field test. The data collected consists of two kinds, Qualitative and Quantitative. The data collection instrument to be carried out is divided into three category including, 1) product feasibility assessment instrument, 2) product practicality instrument 3) product effectiveness instrument. The result concluded that the STEM Project Based Learning-based learning assessment instrument developed by the researcher was declared "very feasible" category. The STEM project based learning assessment instrument developed by the researcher included in the "Very Practical" category and the large group test questionnaire score for 27 students of class VIIIB were included in the "Very Practical" category. The STEM Project-Based Learning assessment instrument developed by the researchers obtained the results of small group trials including in the "Very Effective" category.]]>
<![CDATA[Barriers in Technology Integration: EFL Lecturers and Students’ Experience in English Learning and Instruction amidst Covid-19 Pandemic Disruption ]]>
<![CDATA[Rana Taneta Putri]]>;
<![CDATA[Sofendi]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50274
<![CDATA[Since Covid-19 Pandemic outbreak all schools and universities in Indonesia were closed and teaching-learning activities were shifted to online learning mode. Learning from home trend started to dominate classroom instruction in all level of education. In university, this phenomenon certainly affected lecturers and students’ enthusiasm in teaching-learning activities since they need to make necessary adaptations in many aspects including the use of technology to support learning. Online learning requires technology to apply the digital tools or media. This study was aimed at finding out the barriers that lecturers and students faced in integrating the technology in teaching during the midst of Covid-19 Pandemic disruption. This study used qualitative research method in a case study design. The data were collected using observation and interview with the participants in one of public university. The participants of this study were EFL lecturers and students of one public university. Two EFL lecturers and ten students from two different classes took part as participants of the study. The data were analyzed using thematic analysis. The findings of the study showed that there were two barriers faced by the lecturers and students in integrating the technology in online learning such as extrinsic barriers and intrinsic barriers. In extrinsic barriers there was resources barrier and in intrinsic barriers there were improve the students’ knowledge and skills in online learning barrier, the barrier to control the student’s attitude while online learning and the assessment barrier in integration the technology.]]>
<![CDATA[Foreign Language Speaking Anxiety: A Study of English Language Learning ]]>
<![CDATA[Silvia Rahmadani]]>;
<![CDATA[Fauzul Etfita]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50284
<![CDATA[Speaking is the act of conveying information or expressing ideas and feelings in spoken English. Anxiety becomes a barrier to language mastery. This study analyse students' speaking anxiety in English. This research used quantitative research methods. Researchers selected class B of third semester consisting of 40 English Language Education students taken with purpossive sampling. Research instrument are used to obtain data from questionnaire. Meanwhile, the data collected by using Google Form. The total number of questions consists of 18 statements using the Likert Scale. According to the results of the questionnaire, the students have anxiety about speaking English, as evidenced by the percentage of responses in the question, which indicated that students had anxiety about speaking English at the time of wanting to speak while the teaching and learning process was in progress. Researchers discovered numerous findings from the anxiety of speaking English after analyzing the data. First, researchers discovered that the following cause contribute to anxiety in English-speaking students: fear self-prediction, irrational faith, sensitivity to dangers, sensitivity to anxiety, attribution of incorrect body signals, and inadequate self-efficacy. Second, the causes of students' speech anxiety are that students are not confident to speaking English, are afraid to make mistakes when speaking, anxious when teachers are asked to speaking, and embarrassed to perform in front of the class.]]>
<![CDATA[Developing Self-Study Competence of Students through Experiential Activities in the Digital Environment ]]>
<![CDATA[Thanh Tu Ngo]]>;
<![CDATA[Nhung Kim Thi Vu]]>;
<![CDATA[Thanh Chi Phan]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50359
<![CDATA[Digital Technologies including Big Data, Artificial Intelligence (AI), and Data Mining have created a revolution in education: switching from traditional teaching method to self-teaching method, which can maximize the self-study competence of learners to meet changes in digital technologies. The research aims to develop methods of for organizing experiential teaching in order to maximize the self-learning abilities of students in the digital environment and meet the development of advanced science and technology. This research used mixed which qualitative and quantitative methods to analysis and assessment. This research focuses on high-level experiential learning which an experience is: group discussion, experimentation & practice for certain subjects, namely the embedded system. The result of this research has presented the scientific basis for developing self-study competence through experiential activities in the digital environment and proposed two strategies to organize experiential activities in the digital environment to develop students' self-efficacy.]]>
<![CDATA[EFL Students’ Self-Regulation in Online Interactions with Lecturers and Peers ]]>
<![CDATA[Nurvira Wardayani]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Sofendi]]>;
<![CDATA[Zahra Alwi]]>;
<![CDATA[Didi Suhendi]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50396
<![CDATA[Online learning is definitely advantageous in this current situation. Due to the technology, the teaching and learning process can continue despite the students and instructor/lecturer located in different places. This study aims to understand student’s self-regulation in online learning particularly for interactions with their lecturer and their peers. To answer the research objectives, qualitative method with narrative approach was applied. The data were collected through open-ended questionnaire focused on self-regulation in online interactions with lecturers and peers. The participants in this study were 12 students from English Education Study Program. The data were analyzed by using thematic analysis. The results revealed that students did not notice a significant difference between face-to-face learning and online learning. They regularly interacted with their lecturer and their peers during synchronous and asynchronous learning. They actively initiated the interactions with their lecturer by asking or answering questions and giving opinions. They also actively interacted with peers by discussing academic projects and assignments. Regardless of the type of interactions (student-lecturer and student-student), most of the students showed their active efforts in regulating their interactions with lecturer and peers in online learning.]]>
<![CDATA[Mixed Learning with a Project Based Learning (PjBL) approach in Raid Planning Execution (RPE) Training Courses ]]>
<![CDATA[Dita Hendrani]]>;
<![CDATA[Eveline Siregar]]>;
<![CDATA[Suyitno Muslim]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50841
<![CDATA[The rapid development of technology demands a system that is fast, easy, cheap, effective and efficient and can be accessed anytime and anywhere, including in the world of education and training. This study aims to produce online learning plans with a Project Based Learning (PjBL) approach and online learning media that can be used in Raid Planning Execution (RPE) training courses. This study uses the Research and Development (R n D) method with the Integrative Learning Design Framework (ILDF) development model and the PEDATI development design model (Learn, Learn, Apply and Evaluation). Subject of this study involve ten personnel in the field of eradication of Human Resources Development of the National Narcotics Agency. Sample selection is done randomly. The stages carried out including one-to-one evaluation by experts (expert review), one-to-one evaluation by training participants (one to one) and small group evaluation. To obtain information on the effectiveness of the resulting product, an effectiveness test was conducted. The results of this study indicate that online learning plans with a project-based learning approach and online learning media are appropriate for use in Raid Planning Execution (RPE) training courses.]]>
