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INDONESIA
Indonesian Journal Of Educational Research and Review
Published by Universitas Pendidikan Ganesha
ISSN : 26214792     EISSN : 26218984     DOI : -
Core Subject : Education,
Education
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
Arjuna Subject : -
Articles 385 Documents
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Plickers Media to Boost 10th Graders’ Motivation and Performance through Number Head Together Cooperation Septiza; Ahmad Yani T; Nurfadilah Siregar; Edy Yusmin; Hamdani
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.89391

Abstract

During mathematics lessons, most teachers still used limited teaching media, such as blackboards, that tended to be monotonous. This had an impact on low motivation and learning outcomes for students. This study analyzed the effect of implementing Plickers media in the NHT type cooperative learning model on student motivation and learning outcomes in class X. The type of this research was quasi experimental with a nonequivalent posttest only control group design, using a quantitative approach. All tenth-grade students were the population. The sample used purposive sampling, with class XC consisting of 33 students as the experimental class. Data collection instruments included non-test methods such as a learning motivation questionnaire with 18 statements and a learning outcome test consisting of 5 multiple-choice questions with varying difficulty levels. The questionnaire data were converted using the Method of Successive Interval, and the students' learning outcomes were analyzed using the t-statistical test after meeting the prerequisites of homogeneity and normality. The research showed that student motivation and learning outcomes in classes that implemented Plickers media in the NHT cooperative learning model were better than in classes without Plickers media. Thus, it was concluded that applying Plickers media in the NHT type cooperative learning model significantly impacted students' motivation and learning outcomes. This research implied that applying Plickers media in the NHT type cooperative learning model could be an alternative for teachers to enhance student motivation and learning outcomes.
Optimizing Creative Thinking Skills Through STEM-PJBL: The Impact of Digital Modules Rosita Dwi Ferdiani
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.89707

Abstract

Creative thinking is one of the cognitive skills essential for facing the challenges of Society 5.0, and education plays a crucial role in fostering this ability. Learning media are needed to enhance creative thinking, including digital modules within STEM Project-Based Learning (STEM PjBL). This study focuses on the impact of digital modules with STEM PjBL on students’ creative thinking. The research employed a Mixed Exploratory Design Method, combining qualitative and quantitative approaches sequentially, beginning with qualitative analysis followed by quantitative methods. Instruments used in the study included pre-test and post-test questions, as well as the digital module for STEM PjBL. The study involved 297 junior high school students, specifically classes VIII A and VIII B, with VIII A serving as the experimental group implementing the digital STEM PjBL module and VIII B as the control group without module implementation. Creative thinking indicators were fluency, flexibility, and originality. The novel contributions of this research are twofold: (1) the implementation of digital modules in STEM PjBL positively affects students’ creative thinking, and (2) differences in creative thinking across the aspects of originality, fluency, and flexibility are observed among individual participants while completing project tasks.
Research Trend of Learning Media in Fashion Education in Indonesia Utami, Rima Agustia; Nelmira, Weni; Chairani, Vici Syahril; Utami, Resti
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.90942

Abstract

The development of learning media in fashion education still faces limitations, particularly in the integration of digital technology to support the teaching and learning process. This condition highlights the urgency of examining research trends related to learning media in order to gain a comprehensive understanding of development directions that are relevant to current educational needs. This study aims to analyze the research trends of learning media in the field of fashion education through a bibliometric approach. The research employed a quantitative descriptive method with a bibliometric analysis design. Data were obtained from 500 articles collected through the Google Scholar database for the period 2010–2024 using the Publish or Perish application. The articles were then screened and re-verified with the assistance of Excel and Mendeley, resulting in 328 eligible articles for analysis. Data were analyzed using VOSviewer to map research trends based on keywords, publications, and inter-topic connections. The findings indicate a significant increase in the number of publications, with the peak occurring in 2023. VOSviewer analysis identified eight clusters with 104 keyword links, in which the dominant keywords include “learning media,” “video tutorial,” “e-module,” and “learning outcomes.” This study concludes that bibliometric exploration provides valuable contributions to the development of more innovative, interactive, and effective learning media, while serving as a strategic reference for enriching practices in fashion education in the future.
The Importance of Auditory Learning in EFL Teaching: A Theoretical Perspective Moses Adeleke Adeoye; Entika Fani Prastikawati
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.92063

Abstract

This research explores the critical role of auditory learning strategies in enhancing language acquisition within English as a Foreign Language (EFL) education. Understanding diverse learning preferences becomes essential as the demand for effective language teaching methods grows. The study investigates the cognitive and communicative benefits of auditory learning strategies in improving language proficiency and learner engagement. Utilising a Thought Experiment Approach, the research synthesises insights from existing literature, theoretical frameworks, and hypothetical scenarios to examine the implications of auditory learning in EFL contexts. The findings indicate that auditory learning strategies significantly enhance listening and speaking skills, particularly for students who identify as auditory learners. Integrating technology, such as podcasts and interactive listening platforms, amplifies these benefits, making language learning more engaging and relevant. The importance of authentic listening experiences and constructive feedback in fostering communicative competence is also emphasised. In conclusion, the study highlights the transformative potential of auditory learning strategies in EFL education, advocating for their systematic incorporation into teaching practices. This research contributes to the existing literature by providing a conceptual framework that underscores the advantages of auditory learning strategies, promoting inclusivity and addressing educational inequities. This study enhances language acquisition outcomes and prepares learners for successful communication in a diverse global landscape by equipping educators with a deeper understanding of effective teaching methods.
Ethical Integrity and Transformational Leadership in Implementing STEM-Based Merdeka Curriculum in Rural Elementary Schools Daniel Sudibyo Tjandra
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.101982

Abstract

The limited resources that can integrate transformational leadership and ethical integrity to support the implementation of the STEM-based Independent Curriculum are the main focus that must be resolved. This study aims to analyze how ethical academic integrity is embedded within the transformational leadership practices of an elementary school principal implementing the STEM-based Merdeka Curriculum in a rural setting. The research focuses on five leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, individualized consideration, and an added ethical integrity dimension. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and document analysis, and then coded thematically using ATLAS.ti. The findings integrated ethical principles into decision-making, organizational communication, and resource distribution. These practices fostered an inclusive environment that encouraged innovation, cross-generational collaboration, and institutional trust, despite the school’s structural limitations. The principal empowered teachers to experiment with STEM instructional strategies, provided personalized support, and maintained transparency in curriculum-related decisions. Collectively, these actions demonstrate that a transformational leadership model grounded in ethical integrity significantly contributed to the success of curriculum reform in a marginalized school context. The study concludes that ethical leadership is not merely complementary to transformational leadership but integral to sustaining educational change in under-resourced environments. It is recommended that school leadership development programs emphasize ethical decision-making and value-driven leadership, particularly for principals serving in disadvantaged educational settings.
Cooperative Integrated Reading and Composition for Elementary Reading Comprehension: A Systematic Literature Review Jessica Rahmadita; Berta Apriza; Yasinta Mahendra
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.91029

Abstract

Elementary students’ reading comprehension remains a persistent literacy problem because many learners can read texts but struggle to identify main ideas, interpret information, draw conclusions, and summarize content. This study aims to analyze the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) learning model in improving elementary school students’ reading comprehension through a systematic literature review. Reading comprehension is a fundamental literacy skill that supports students’ ability to understand subject matter, process information, and participate actively in learning. This study reviewed articles published from 2019 to 2023 using Google Scholar as the database. The search used the keywords “CIRC learning model,” “improve the ability,” “reading comprehension of students,” and “elementary school.” Article selection was conducted through screening of titles, abstracts, full texts, citation relevance, and accessibility. Ten articles met the inclusion criteria and were analyzed using descriptive and thematic synthesis. The findings show that CIRC consistently improves reading comprehension by integrating reading, discussion, writing, peer collaboration, and teacher facilitation. Students became more active in understanding texts, exchanging ideas, answering questions, identifying main ideas, and summarizing reading content. Successful implementation requires teacher readiness, suitable reading materials, effective group management, and adequate learning time. This study concludes that CIRC is a relevant cooperative learning model for strengthening elementary reading instruction.
Accessible Science Learning for Deaf Students in Inclusive Elementary Classrooms: Teaching Strategies, Communication Barriers, and Support Needs Made Shinta Wesiana Dewi; Putu Nanci Riastini; I Wayan Ardana
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.92496

Abstract

Deaf students in inclusive elementary schools often experience barriers in science learning because verbal explanations, abstract concepts, and science terminology are not always accessible through conventional classroom practices. This study aimed to describe the science learning process for deaf students at SD Inklusi Negeri 2 Bengkala, focusing on teaching strategies, learning challenges, media use, classroom interaction, and the role of the special mentor teacher. A descriptive qualitative design was employed. Data were collected through classroom observation, semi-structured interviews, and document study involving regular teachers, special mentor teachers, hearing students, and deaf students. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that science learning was implemented through expository teaching, contextual learning, demonstration, role-play, visual media, and sign-language assistance. The main challenges faced by deaf students included difficulty understanding verbal explanations, limited access to science terminology in sign language, inadequate assistive technology, dependence on the special mentor teacher, and limited participation in discussion-based learning. The study concludes that inclusive science learning requires stronger visual support, adaptive media, sufficient special mentor teacher assistance, and more interactive learning strategies.
Adaptation and Innovation: The Impact of Learning Models on Effective Integration of Emerging Technologies Jamiu Temitope Sulaimon; Moses Adeleke Adeoye
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.94252

Abstract

Educational institutions still face difficulties integrating emerging technologies meaningfully because digital tools are often adopted without adaptive learning models that guide pedagogical use. This study aims to examine how learning models support the effective integration of emerging technologies in educational settings. A systematic literature review was employed by synthesizing scholarly articles, books, book chapters, and empirical studies related to learning models, digital learning environments, adaptive pedagogy, and technology integration. The findings show that technology integration becomes more effective when supported by student-centred, collaborative, inclusive, and assessment-oriented learning models. Behaviourist and cognitivist models support structured practice and cognitive scaffolding, while constructivist, connectivist, blended, flipped, inquiry-based, project-based, and gamified learning models provide broader opportunities for engagement, autonomy, collaboration, and critical thinking. The review also identifies major barriers, including teacher readiness, digital inequality, infrastructure limitations, resistance to change, cognitive overload, and assessment misalignment. This study concludes that emerging technologies should be integrated through coherent pedagogical models rather than used as isolated instructional tools.
Key Factors that Strengthen Student Entrepreneurial Intention: A Systematic Literature Review Wiwik Rahayu; Herlin Setyawan; Ganefri; Asmar Yulastri; Giatman; Hansi Effendi; Dedy Irfan
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.96166

Abstract

Entrepreneurial intention among students is increasingly important to reduce the unemployment rate and increase economic growth. The literature review article Key Factors that Strengthen the Entrepreneurial Intention of Students is a research article that aims to find factors that strengthen students' intention in entrepreneurship. The research method used is library research, including searches through Scopus, Harzing's Publish, and Perish. This study uses a comprehensive literature analysis method to evaluate factors such as entrepreneurship education, environmental support (family, friends, and university), practical experience, personal characteristics, and motivation and attitude toward risk. The results show that entrepreneurship education received on campus, access to resources and mentor support, and individual characteristics such as self-confidence and risk-taking courage are the main factors driving students' entrepreneurial intentions. In addition, internal motivation factors and social support also play an essential role in influencing students' decision to choose an entrepreneurial path. The factor of entrepreneurial culture on campus also plays a role as an amplifier of entrepreneurship education. The findings are expected to contribute to academics, educational institutions, and policymakers in designing effective strategies to foster entrepreneurial intention among university students.
Futures Thinking for Culturally Grounded Problem-Solving: Reimagining Sustainable Bali Tourism through Local Knowledge Chunta Chiu; I Nyoman Laba Jayanta; I Wayan Suantara
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.102346

Abstract

Students’ limited creative thinking and problem-solving skills require higher education to develop pedagogical approaches that are future-oriented, contextual, and culturally grounded. This study explored how a futures thinking approach deepened university students’ engagement with local knowledge and strengthened their problem-solving skills through the “Future Bali Travel in 2034” project. A qualitative action research design was employed with ten pre-service teacher education students at Universitas Pendidikan Ganesha. Data were collected through semi-structured interviews, reflective notes, learning artifacts, and student project outputs, then analyzed using thematic analysis. The findings showed that students developed a broader understanding of futures thinking as a way to imagine alternative futures, anticipate change, and design adaptive responses. Students also reinterpreted Balinese local knowledge as a living resource for sustainable tourism innovation. Project outputs demonstrated students’ ability to integrate cultural preservation, digital innovation, environmental awareness, and community empowerment into future tourism scenarios. The study concludes that integrating futures thinking, local knowledge, and project-based problem-solving can support anticipatory, culturally responsive, and transformative learning in higher education.

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