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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 439 Documents
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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.
A Systematic Review: "What are the Trends and Novelties of Augmented Reality (AR) Research for Future Biology Learning in Indonesia?" Ida Bagus Ari Arjaya; Sang Putu Kaler Surata; I Made Sutajaya
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.55446

Abstract

The Industrial Revolution 5.0 has significantly impacted education, emphasizing the integration of advanced technologies like Augmented Reality (AR) to enhance learning experiences. However, the adoption of AR in biology education in Indonesia remains limited, with notable gaps in research trends, applications, and content coverage. This study aims to analyze: 1) research methods trends used in Augmented Reality research for biology learning, 2) the implications of Augmented Reality (AR) research findings in biology learning, and 3) the novelty of Augmented Reality (AR) biology learning research in Indonesia. Utilizing a systematic literature review (SLR) approach, guided by the PRISMA framework, the research reviewed 15 articles published between 2017 and 2021, sourced from Portal Garuda and selected based on specific inclusion and exclusion criteria. Records identified through database searching totaled 2,262 articles, which were screened and filtered to meet the study's requirements. The findings reveal that AR research predominantly focuses on research and development (50%) and experimental methodologies (32%). AR demonstrates strong potential to improve critical thinking, reduce misconceptions, and enhance learning outcomes. This study concludes that AR is a transformative tool for biology education, capable of addressing persistent educational challenges and fostering engaging, inclusive, and technology-driven learning environments. The findings provide valuable insights for researchers and educators to guide the innovative and effective integration of AR in biology education.
Soft Skills in Jeopardy: The Impact of AI on Future Generations of Students Rudi Susilana; Budi Setiawan; Herlina; Sri Rahayu
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.82875

Abstract

The emergence of Artificial Intelligence (AI) in higher education has sparked debates about its impact on teaching and learning methodologies. The utilization of AI in universities presents significant challenges, particularly about students' proficiency. However, the impact of students heavily relying on AI-generated outcomes, leading to a decline in their skills and potential career prospects, has not been explored. Successful organizations acknowledge the importance of individual employees and prioritize their safeguarding and assistance. Career expectations typically pertain to an individual's abilities and proficiency. These expectations encompass both the outward expression of individual professional values and the inner drives. The study utilizes descriptive statistical approaches to analyze creativity, critical thinking, emotional intelligence, and leadership in order to discover correlations between artificial intelligence and the decline of students' soft skills. The findings indicate that over 50% of the students in the sample (n=150) across various study programs at the university have shown favorable attitudes towards the utilization of AI in education or their academic pursuits. However, an almost equal number of students have expressed apprehensions regarding the potential impact of AI on the development of their soft skills in the future. Significant statistical differences were observed in all analyzed grouping variables of artificial intelligence (AI) and soft skills, with notable distinctions between genders and fields of study. Additionally, students are experiencing unease regarding their personal and academic growth due to excessive dependence on AI.
Trends and Impact Gamification in Chemistry Learning: A Bibliometric Analysis Ainul Ahmadsyah Hanafi; Liliasari Liliasari; Heli Siti Halimatul Munawaroh
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.83305

Abstract

The main problem in chemistry learning is the lack of student motivation and engagement, which can affect the achievement of optimal learning outcomes. Gamification emerges as a potential approach to overcome this challenge through the implementation of engaging game elements. This study aims to analyze the trends, patterns, and impacts of gamification implementation in chemistry learning using bibliometric analysis to provide in-depth insights into its development. Data were taken from the Scopus database with a time span of 2015 to 2024, focused on articles and conference papers with the keywords "gamification" and "chemistry". The data analysis technique used VOSviewer software to visualize keyword networks, overlays, and densities. The results show that the most publications occurred in 2021 with 21 articles, followed by 2023 and 2022 with 13 and 12 articles, respectively. The United States and Spain are the two countries with the highest contributions in this study. Network visualization reveals the main themes of gamification, students, and motivation, indicating that gamification focuses on increasing student motivation and engagement. In conclusion, gamification in chemistry education is rapidly emerging as a research field with significant potential for enhancing motivation and learning outcomes. These findings have important implications for the development of interactive teaching strategies to enhance student engagement in chemistry learning.
Guided Discovery Learning in Chemical Bonding: An Examination of Students' Critical Thinking Skills and Character Values Sintya Aimatus Sholikhah; Habiddin; Yudhi Utomo; Munzil; Mudzuna Quraisyah Basimin
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.83321

Abstract

In contemporary education, it is important to cultivate cognitive and emotional abilities to equip students with the necessary skills such as critical thinking to effectively grapple with complex scientific ideas and practical problems. However, the critical thinking profile of Indonesian students is not impressive. This study aims to train students' critical thinking skills and character values in chemical bonding learning using the guided discovery model. This study involved high school students. This study used a Group Pre-test-Post-test Design research design. The instruments used were student character value observation sheets and pre-test and post-test questions. The increase in students' critical thinking skills was analyzed by calculating the N-gain score. The results of this study indicate that the application of the guided discovery learning model improves students' critical thinking skills in terms of interpretation, analysis and inference. The interpretation pretest score was 42.5 and the posttest score was 93.3 and the n-gain score was in the high category, the analysis pretest score was 37.5 and the posttest score was 84 and the n-gain score was in the high category, while the inference pretest score was 0 and the posttest score was 69 and the n-gain score was in the medium category. Character values that often appear include independence, responsibility, hard work and communication observed as the impact of guided discovery learning. Students can practice critical thinking skills and character values well.
Trends STEAM Model in Improving 5C Skills (Critical Thinking, Creative Thinking, Collaboration, Communication dan Computational Thinking) Pascalian Hadi Pradana; Rizqiana
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.83428

Abstract

The current development of education requires the implementation of learning to be designed in a more engaging way through the use of learning media, instructional models, and effective assessment. However, the reality in schools shows the opposite, as teachers often lack creativity in developing learning models and media. The purpose of this study is to analyze the importance of and efforts related to the application of the STEAM learning model in enhancing 5C skills. This research employs a Systematic Literature Review using the PRISMA method. Articles were retrieved from Scopus with the help of the Publish or Perish application, and 14 articles were considered relevant and eligible to be reviewed and analyzed to meet the research objectives. The findings conclude that the STEAM learning model is key to developing 5C skills essential for success in the present era. This educational approach can provide a strong foundation for future generations to innovate and contribute positively to society through relevant curriculum development, teacher training, facility provision, collaboration, and holistic assessment approaches. To ensure effective and sustainable STEAM implementation, future research should focus on evaluating effectiveness, curriculum design, teacher training, industry and community collaboration, and technological innovation. The implication of this study is that it provides a conceptual foundation for advancing education that equips future generations with 5C skills more effectively through the implementation of the STEAM learning model.
Quality Education Management In Higher Education: A Bibliometric Analysis Nurlina; Saenab
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.83925

Abstract

Higher education quality is represented by the high standards of knowledge, skills, and values imparted. However, the fact of what still materializes demonstrates it is anything but ideal. This work aimed at examining the quality of higher education deals with describing a more global view on this issue. This study uses bibliometric analysis with data collection based on the Scopus database as the main data source. The optimized analysis tool is Vosviewer. The study's main results show a clear trend in increasing volume of publications on quality higher education since the early 2000s, before reaching its peak level in 2023. The empirical literature on the quality sector remains dominated by contributions from a few countries, predominantly the United Kingdom, the United States, and China. The research further delineates the various hurdles that higher education institutions are up against in fulfilling more exacting quality benchmarks and insists on concerted action be taken to create a conducive learning environment and value-added curricula along with relevant infrastructure. Likewise, these studies also highlight the inherent challenges in pursuing quality education at a national or international level, such us service quality, student satisfaction, teaching, accreditation, e-learning, and sustainable development.

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