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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 375 Documents
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Brainstorming in the STEM-integrated Project-based Learning: Systematic Literature Review Retni S Budiarti; Asni Johari; Muhammad Rusdi; Evita Anggereini
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.102495

Abstract

STEM-integrated project-based learning (PjBL) has become an important approach in modern education, but its implementation often faces challenges such as a lack of student creativity and collaboration. This phenomenon encourages the importance of research on the role of brainstorming methods in improving the effectiveness of PjBL-STEM. The purpose of this study is to analyze empirical evidence regarding the benefits of brainstorming in the context of PjBL-STEM and to identify challenges and solutions for its implementation. This study uses a Systematic Literature Review (SLR) method with a systematic analysis design on 40 selected articles from 175 initial articles obtained from Scopus, Google Scholar, and ERIC databases. The sample was selected based on inclusion criteria such as relevance, full-text availability, and publications in the last 10 years (2014–2024). The research instruments included the SLR protocol, the CASP evaluation tool, and network analysis using VOSviewer. Data were analyzed thematically and quantitatively to identify patterns and relationships between concepts. The results of the study are expected to provide practical guidelines for educators in designing effective PjBL-STEM, as well as theoretical contributions in the development of innovative learning models. The benefits of the research include enhancing students' 21st-century skills such as creativity, collaboration, and problem-solving, as well as strengthening learning motivation through project-based and STEM approaches.
Sustainable Development Goals-Based Digital Comics for Enhancing Primary Students’ English Reading Literacy: A Systematic Literature Review I Komang Agus Dio Aditya; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.103538

Abstract

Reading literacy remains a persistent challenge in primary education, particularly because students often show low reading interest and limited engagement with conventional reading materials. This study aims to examine the characteristics, advantages, and challenges of Sustainable Development Goals (SDGs)-based digital comics for students’ English literacy in primary schools. A library research design was employed by adapting George’s research procedure, which involved topic determination, research question formulation, source selection, article screening, data reduction, synthesis, and reporting. Twenty-nine articles from reputable national and international indexed journals were analyzed thematically. The findings reveal that SDG-based digital comics have three main characteristics: visual attractiveness, ease of use and access, and relevance to 21st-century learning. The reviewed studies also show that this medium supports vocabulary mastery, reading comprehension, communication skills, writing skills, learning outcomes, literacy competence, and digital literacy. However, several challenges were identified, including time-consuming preparation, limited teacher knowledge of technology and SDGs, and development or adaptation costs. This study implies that SDG-based digital comics can serve as engaging, contextual, and sustainability-oriented literacy media for primary school students.
Understanding Parental Involvement as a Correlate of Students’ Academic Achievement: A Case Study in a National High School Charleen Vie Taganas; Karen Luz Yap; Leomarich F Casinillo
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.104763

Abstract

Limited parental involvement in academic activities may affect students’ motivation, learning responsibility, and academic achievement. This study aimed to examine parental involvement as a correlate of Senior High School students’ academic achievement at Trinidad Mapa-Gupana National High School, Tubajon, Dinagat Islands, Philippines. A descriptive-correlational research design was employed involving 147 respondents consisting of students, parents, and Senior High School teachers across three academic years. Data were collected using researcher-developed questionnaires and teacher open-ended questions, then analyzed using frequency, percentage, weighted mean, Chi-square, Pearson correlation, Spearman’s rho, and Cramér’s V. The findings showed that parents demonstrated high involvement in homework supervision and school activities but low involvement in communicating expectations and setting academic goals. Parental educational attainment was significantly associated with homework supervision, while marital status was significantly related to expectation communication and participation in school activities. Participation in school activities showed a significant negative relationship with students’ average grades. The study implies that schools should strengthen structured parent–teacher collaboration, academic goal setting, and accessible monitoring systems to support students’ academic progress.
Effectiveness of Management Information Systems in Elementary Schools: A Systematic Literature Review Freddy Wicaksono; Ketut Widhi Adnyana; Fahmi; Yudi Wahyudin; Bagja Nugraha; Enjang Yusup Ali
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.105291

Abstract

The effectiveness of Management Information Systems (MIS) in elementary schools has become an important issue as educational governance increasingly requires efficient, accurate, transparent, and data-based management. This study aims to systematically examine the effectiveness of MIS implementation in elementary schools and identify its supporting factors, barriers, and implications for educational service quality. A Systematic Literature Review (SLR) method was employed by following the PRISMA stages, including identification, screening, eligibility assessment, and article inclusion. A total of 22 scientific articles published between 2020 and 2025 were analyzed thematically based on implementation focus, effectiveness, supporting factors, barriers, and the impacts of MIS. The findings show that MIS plays a positive role in improving administrative efficiency, data management accuracy, reporting transparency, internal school coordination, and communication between schools and parents. This system also helps schools strengthen decision-making through faster, more organized, and better documented information. The main supporting factors include technological infrastructure, teachers’ and administrative staff’s digital competence, principal leadership, and policy support. Persistent barriers include limited internet access, inadequate hardware, user resistance, and insufficient technical assistance. These findings confirm that MIS is effective in strengthening elementary school governance and educational service quality, although empirical evidence regarding its direct impact on student learning outcomes remains limited and requires further investigation.
Who Values Education? Socio-Demographic Predictors of Educational Attitudes in the Philippines Ianne Calica
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.106156

Abstract

Educational equity requires attention not only to formal access but also to social values that shape how families and communities perceive educational opportunity. This study examined socio-demographic predictors of educational values in the Philippines, focusing on concern about providing quality education for children and agreement with the belief that university education is more important for boys than for girls. A quantitative cross-sectional design was applied using secondary data from the World Values Survey Wave 7 Philippines. The study analyzed a weighted sample of 1,200 adult respondents selected through a multi-stage probability sampling design across major Philippine regions. Data were analyzed through descriptive statistics, Chi-square tests, and binary logistic regression. The findings showed that 11.2% of respondents expressed serious concern about providing quality education, while 44% agreed that university education is more important for boys. Bivariate analysis indicated significant associations between educational concern and marital status, age, and religion. Gendered university attitudes were significantly associated with marital status, age, religion, sex, educational attainment, urban-rural residence, and settlement type. Regression results confirmed that marital status, religion, and settlement type predicted educational concern, whereas sex, educational attainment, religion, and settlement type predicted male-priority attitudes. The study highlights the need for culturally responsive educational policies.

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