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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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The Effect of Problem-Based Learning on Students’ Environmental Literacy: A Meta-Analysis Ika Damayanti; Woro Sri Hastuti; Firmansyah
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.v9i1.104273

Abstract

Environmental literacy is essential for enabling students to understand environmental problems and make responsible decisions. This study aimed to estimate the overall effect of Problem-Based Learning (PBL) on students’ environmental literacy knowledge and to examine variation across included studies. A systematic review and meta-analysis were conducted using eight experimental and quasi-experimental studies published between 2018 and 2025. Studies were identified through Google Scholar using Publish or Perish and selected according to criteria requiring experimental and control groups, post-test means, standard deviations, and sample sizes. Effect sizes were calculated using Hedges’ g under a random-effects model. Heterogeneity was examined using Cochran’s Q, tau-squared, and I-squared statistics, while potential publication bias was assessed through funnel-plot inspection. The pooled effect size was large and statistically significant (Hedges’ g = 0.86, 95% CI [0.37, 1.36], p = .005), indicating that PBL improved students’ environmental literacy knowledge compared with non-PBL instruction. Significant heterogeneity was identified, Q(7) = 30.74, p < .001, I² = 77.46%, showing considerable variation across studies. These findings support the integration of authentic environmental problems into classroom learning. However, differences in educational levels, instruments, and implementation procedures should be considered when applying PBL across contexts. The funnel plot showed no pronounced asymmetry.
The Reflection of Merdeka Curriculum Research to Inform the New Policy: A Bibliometric Analysis of Indonesian Higher Education (2020–2025) Tomy Putra; Rohmad Arkam; Suroto Setyanto
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.v9i1.104627

Abstract

Indonesia’s transition from Merdeka Belajar Kampus Merdeka (MBKM) toward Kampus Berdampak creates a need to examine the scholarly legacy of the previous policy and its relevance for future higher education reform. This study aims to map the development of MBKM scholarship from 2020 to 2025 through publication trends, citation performance, influential works, active authors, and co-authorship structures. A bibliometric design was applied using records retrieved from Scopus and Google Scholar. From 1,220 initial records, 686 publications met the screening criteria and were analyzed using Publish or Perish and VOSviewer. The findings show that publication output increased rapidly from 2020 and peaked in 2022 with 184 papers, while the highest citation performance occurred in 2021 with 4,859 citations and 54.60 citations per paper. Highly cited publications were dominated by conceptual and early implementation studies, indicating the strong formative role of foundational MBKM scholarship. Author productivity did not always correspond with citation impact, and the co-authorship network remained fragmented, with 23 recurrent authors distributed across 17 clusters. These findings suggest that MBKM scholarship achieved substantial visibility but limited structural integration. The study highlights the importance of preserving accumulated knowledge, strengthening inter-institutional collaboration, and developing sustained, policy-oriented research to inform Kampus Berdampak.
Exploring the Effect of Quizizz-Based Learning and Learning Facilities on Academic Achievement: The Mediating Role of Learning Motivation Muhammad Zidan Nur Ihsan; Istanto; Moh Nur Rochim Maksum; Hanifiyatus Samhah; Yusuf Mahendra; Rifky Bagus Saputra; Fadhilla Nangroe Anggraini
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.v9i1.104846

Abstract

This study was motivated by the need to clarify how gamified learning, learning facilities, and learning motivation interact in shaping students’ academic achievement. The study aimed to examine the direct effects of Quizizz-based learning and learning facilities on academic achievement and to analyze the mediating role of learning motivation. An explanatory quantitative approach with a causal-correlational design was employed. The participants were 250 students of Muhammadiyah PK Junior High School Surakarta selected through purposive sampling. Data were collected using a four-point Likert-scale questionnaire measuring Quizizz-based learning, learning facilities, learning motivation, and academic achievement. The data were analyzed using Exploratory Factor Analysis, Confirmatory Factor Analysis, Structural Equation Modeling, and bootstrapping. The findings showed that Quizizz-based learning significantly affected learning motivation but did not directly affect academic achievement. Learning facilities significantly affected both learning motivation and academic achievement. Learning motivation had the strongest direct effect on academic achievement and fully mediated the relationship between Quizizz-based learning and academic achievement. However, learning motivation did not significantly mediate the relationship between learning facilities and academic achievement. These findings indicate that gamified learning improves achievement through motivational mechanisms, while learning facilities provide a more direct structural contribution to students’ academic performance. The results offer practical guidance for designing technology-supported learning.
Global Patterns and Regional Disparities in Green Curriculum Adoption: A Systematic Review of SDG Integration in Higher Education Satria Ridho Damara; Muhammad Nazil Iqdami
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.v9i1.105355

Abstract

Global efforts to achieve the Sustainable Development Goals (SDGs) have encouraged higher education institutions to embed sustainability principles into curriculum design and implementation. Nevertheless, Green Curriculum adoption remains uneven across regions, and comparative evidence regarding its global development is still fragmented. This study examined publication trends, geographical distribution, innovation patterns, and institutional challenges related to Green Curriculum and SDG integration in higher education from 2015 to 2025. A Systematic Literature Review combined with a scoping review approach was conducted following the PRISMA 2020 framework. Data were collected from Scopus, ERIC, and ScienceDirect, resulting in 113 eligible peer-reviewed articles. Descriptive analysis, thematic synthesis, and bibliometric mapping using VOSviewer were applied to identify research growth, regional contributions, intellectual structures, and implementation pathways. The findings reveal two dominant patterns: technology-driven approaches in developed countries and community-based approaches in developing countries. Western countries contributed the largest publication volume, whereas countries such as China, Indonesia, and Brazil demonstrated increasing but uneven growth. Persistent barriers included limited funding, weak policy support, inadequate institutional readiness, and insufficient faculty capacity, particularly in the Global South. The study concludes that effective Green Curriculum transformation requires balanced integration of technological innovation, community participation, contextual adaptation, and stronger institutional governance to ensure equitable and sustainable SDG implementation in higher education.
Meta-Analysis of the Effect of the CIRC Learning Model on Elementary School Students' Reading Comprehension Skills Rashika Sahila; Ali; Firmansyah
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.v9i1.106597

Abstract

The ability of elementary school students to understand the content of bcaan is an important issue that must be considered in time. One of the solutions to overcome the weak process of reading construction for elementary school students is to use the CIRC model. This study aims to analyze the experimental evidence of the influence of the CIRC model on reading comprehension ability for elementary school students in Indonesia in terms of year and research area. The type of research is quantitative with a meta-analysis model design of group countrasts and elementary school students as subjects. The Prisma method was used in research that resulted in 10 studies with a minimum of Sinta 5 accreditation in the last 10 years that were relevant to the research objectives.  The analysis of the research data used the JASP application version 0.95.1.0. The results showed that random-effects with a 95% confidence interval obtained a value of 1,181 with a high category with a value of I2 of 92%. Meanwhile, the confidence intervals of the lower and upper katageri obtained were 0.441 and 1.921.  The findings of the study were also obtained that the CIRC model had a high effect on 4 years, 1 year in the medium category, 1 year in the low category and 2 years in the low category effect. There are also 5 areas with high impact, 1 area with low impact and 2 areas with a category of less than the use of the CIRC model on reading ability in elementary schools. Based on the results of the research, the treatment of the CIRC model can have a good impact on the ability to read comprehension for elementary school students in Indonesia.

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