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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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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
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
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
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
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
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.
Exploring the Implementation of Mathematics Lesson Study in the Diploma in Primary Education Course in Bangladesh: Challenges and Opportunities Mihir Halder; Md. Mushfiqur Rahman Sohagh; Md.Fajlay Rabbi; S.M. Shamsul Alam
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.v9i1.101990

Abstract

Persistent reliance on teacher-centred mathematics instruction limits conceptual learning and maintains a gap between reform-oriented teacher preparation and classroom practice. This study examined Lesson Study implementation within the mathematics component of the Diploma in Primary Education programme, focusing on trainee teachers’ understanding, instructional enactment, and reflective practice. A qualitative-dominant concurrent embedded mixed-methods design was conducted over six months. Nine trainee teachers from two Primary Teacher Training Institutes and two instructors were selected purposively. Data were collected through semi-structured questionnaires, analysis of 27 lesson plans, video-recorded observations of 18 research lessons, and audio-recorded post-lesson reflections. Quantitative data were analysed descriptively, while qualitative data were examined using deductive and inductive thematic analysis and integrated through triangulation. Findings showed stronger procedural than conceptual understanding of Lesson Study. Peer observation and collaborative planning were well recognised, whereas student-learning orientation, lesson revision, and research-based inquiry remained limited. Lesson plans included problem-solving and collaborative activities, but mathematical discourse, differentiation, and conceptual emphasis were weak. Classroom enactment often diverged from planned student-centred practices, while reflections focused mainly on classroom management and pacing. Effective implementation requires sustained cycles, stronger pedagogical preparation, structured reflection, skilled facilitation, and institutional support.
From Knowledge Acquisition to Competency Development: A Systematic Review of Deep Learning Approaches in Science Education Opik Prasetyo; Silvita; Rina Oktaviana; Ulya Ruwaida; Zevira Fransisca Aurora
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.v9i1.102658

Abstract

Science education requires a pedagogical shift from knowledge transmission toward competency development that prepares students for complex twenty-first-century challenges. This study systematically reviewed the implementation of deep learning approaches in science education and their contribution to students’ twenty-first-century skills. The review followed the PRISMA framework through identification, screening, eligibility assessment, and inclusion. Searches conducted in Scopus and Google Scholar identified 505 records published between 2016 and 2025, of which 19 articles met the inclusion criteria. Data were extracted according to publication year, country, educational level, instructional strategy, targeted competencies, and principal findings. Results showed a clear increase in publications, with Indonesia contributing the largest number of studies and higher education representing the dominant research setting. Various strategies, including project-based learning, problem-based learning, inquiry-based learning, STEAM, blended learning, flipped classrooms, and self-directed learning, were used to operationalize deep learning principles. These strategies consistently supported critical thinking, creativity, communication, collaboration, self-regulation, self-efficacy, and student engagement. The findings confirm that deep learning functions as an integrated pedagogical orientation that connects conceptual understanding, authentic application, active participation, and reflection. Greater research attention is needed at primary and secondary levels, alongside longitudinal and cross-cultural studies examining sustained competency development. The review provides practical guidance for curriculum design and teacher development.
How Do Teachers’ Experience and School Location Influence Joyful Teaching in Geography Education? Waode Yunia Silviariza; Sumarmi Sumarmi; Mochammad Tri Herwanto; Novika Adi Wibowo; Bambang Sigit Widodo; Sarlyzah Diva Sagita; Rodziah Binti Atan
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.v9i1.103077

Abstract

Quantitative evidence on joyful teaching in subject-specific contexts remains limited, particularly in education systems characterized by spatial disparities in resources. This study examined the effects of school location, teaching experience, and their interaction on joyful teaching practices among geography teachers in East Java, Indonesia. A quantitative approach with a cross-sectional survey design was employed. Participants comprised 50 geography teachers from 50 senior high schools located in cities and regencies. Data were collected using the Joyful Teaching Self-Reflection Scale, adapted from the Learning Enjoyment Scale, which demonstrated acceptable internal consistency with Cronbach’s α of 0.745 and McDonald’s ω of 0.764. A two-way analysis of variance was used to analyze the data. The results revealed a significant main effect of school location on joyful teaching, F(1, 44) = 31.592, p < 0.001, η²p = 0.418. Teachers in city schools reported higher scores than those in regency schools. Teaching experience had no significant effect, F(2, 44) = 0.104, p = 0.901, and no significant interaction was found between school location and teaching experience, F(2, 44) = 0.544, p = 0.585. These findings indicate that geographical context and structural support are more influential than length of service. Professional development should therefore address location-based disparities to strengthen affective pedagogy and promote equitable educational quality.
A Phenomenological Exploration of Job Satisfaction among Primary School Teachers in Khulna, Bangladesh Md.Fajlay Rabbi; S.M.Shamsul Alam; Bijon Kumar Roy
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.v9i1.104066

Abstract

The quality of education and student learning outcomes are significantly influenced by primary school teacher job satisfaction, yet limited evidence exists on the contextual factors influencing teachers' satisfaction in Khulna, Bangladesh. The objective is to identify the factors affecting job satisfaction among primary-level school teachers in Khulna and to understand their actual experiences within the educational system. A qualitative phenomenological approach was employed, using purposive sampling to select 30 primary school teachers from government and non-government institutions. Semi-structured interviews were conducted, and data were analyzed following Braun and Clarke’s six-step thematic analysis. The results found five major themes: compensation challenges, limited professional development opportunities, variations in administrative support, inadequate classroom resources and infrastructure, and differing levels of community recognition, which together illustrate how teachers’ job satisfaction is shaped by the interaction of financial, institutional, material, and social conditions. The study contributes context-specific insights into teacher satisfaction in Khulna and highlights the need for targeted policy interventions. Based on the findings, actionable implications include ensuring timely and adequate salary structures, expanding decentralized professional development access for rural teachers, implementing structured leadership training, and prioritizing infrastructure upgrades in low-resource schools. These measures directly align with the lived challenges reported by teachers and provide grounded recommendations for improving both teacher well-being and educational outcomes.
Academic Stress, Mental Health Symptoms, and Coping Strategies among University Students: Evidence from Khulna University, Bangladesh Md.Fajlay Rabbi; Ummay Huraira Pranto; Md. Limon Sheikh
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.v9i1.104067

Abstract

Academic stress has become an important concern in higher education because persistent academic demands may coincide with psychological distress and ineffective coping. This study examined the prevalence and sources of academic stress, its associations with depression and anxiety symptoms, coping strategies, and demographic differences among undergraduate students at Khulna University, Bangladesh. A quantitative cross-sectional survey was conducted from January to April 2024 with 366 students recruited through convenience sampling. Academic stress, depression, anxiety, and coping were assessed using a modified Academic Stress Scale, PHQ-9, GAD-7, and Brief COPE. Descriptive statistics, ANOVA, Pearson correlations, and hierarchical multiple regression were applied. Excessive assignment pressure was reported by 82.0% of students, while 34.7% reported depressive symptoms and 28.7% reported anxiety symptoms. Social support was the most frequently used coping strategy (59.8%). Fourth-year students experienced significantly higher academic stress than students in earlier years. Academic stress correlated strongly with depression and anxiety, whereas social support showed negative associations and avoidance showed positive associations with psychological symptoms. Assignment pressure was the strongest predictor of depression and anxiety, and the final regression models explained 47.6% and 52.2% of their variance, respectively. The findings support coordinated workload management, clearer academic expectations, and strengthened coping and peer-support programs.

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