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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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Impact of Learning Disaster Based on SETS (Science, Environment, Technology, Society) Integrated Wisdom Local in Resilience and Mitigation Disaster Eruption Mountain Fiery Nur Anisa'a Hanum; Setyo Eko Atmojo; Mitha Dwi Anggriani
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.v8i1.84417

Abstract

The low resilience and disaster mitigation among students is caused by the lack of integration of local wisdom in disaster learning. Students should be empowered with relevant knowledge and skills, including an understanding of local wisdom that can help them face and overcome disasters more effectively. Therefore, the purpose of this study was to determine the effect of SETS-based disaster learning integrated with local wisdom on students' abilities in resilience and disaster mitigation due to volcanic eruptions. This study is an experimental type with a non-equivalent control group design. The subjects of the study consisted of fifth grade elementary school students. Data were collected using observation, interview, and test methods specifically designed to measure disaster resilience and mitigation. Data analysis was carried out using multivariate analysis techniques, namely multivariate analysis of variance (MANOVA). The results showed that SETS-based disaster learning integrated with local wisdom had a significant positive effect on students' abilities in resilience and disaster mitigation. Students who learned using the SETS-based disaster model integrated with local wisdom showed better improvements in knowledge, mitigation skills, and disaster risk awareness compared to the control group. The conclusion of this study is that the integration of local wisdom in disaster education significantly improves students' ability to deal with volcanic eruptions. Therefore, a holistic approach in disaster education is very important to improve students' readiness to face various disasters.
Digital Game-Based Learning Innovation in Higher Education: Bibliometric Analysis and Recommendations for Future Research Rohmani; I Wayan Distrik; Herpratiwi; Dina Maulina
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.v8i1.84455

Abstract

Rapid technological developments have made digital games an innovative and effective tool in improving the quality of learning, especially for students around the world. Although the use of digital games in higher education is increasing, in-depth research on this topic is still limited. Therefore, this study aims to analyze the use of digital games in the context of higher education and to fill the existing knowledge gap. The method used is bibliometric analysis, data sourced from the Scopus.com database, which is then analyzed using Zotero and VOSviewer software. Bibliometric analysis is used to identify trends, assess quality, and track developments. Data searches on the Scopus.com database produced 146 documents, 118 of which were selected based on predetermined criteria. The results of the analysis show that after 2015, there has been a significant increase in publications on digital games in the context of higher education, most of which were written by researchers from the United States, with 57 papers contributing 58.6% of citations. The journals "Internet and Higher Education" and "Computers in Human Behavior" emerged as the main sources with the highest number of citations, indicating high quality and scientific impact. Keyword analysis revealed that topics such as game-based learning, collaboration, and digital literacy are emerging research trends. The conclusions of this study underscore the significant potential of digital games as effective pedagogical tools and provide a foundation for further research in this area.
A Systematic Literature Review: How the Implementation of STEM Enhances Critical Thinking Skills in Chemistry Education? Desma Linda; Retno Arianingrum
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.v8i1.84793

Abstract

Students often have difficulty in understanding complex and abstract chemistry concepts, thus requiring an effective learning approach to improve critical thinking skills. Although the STEM approach has been proven to improve critical thinking skills in various fields, no research has specifically explored this approach in chemistry learning to improve students' critical thinking skills. This study aims to analyze how STEM integrated with this model/method/approach can improve critical thinking skills in chemistry learning, as well as in what chemistry materials can apply the STEM approach so as to improve students' critical thinking skills. This study used a systematic literature review method with the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach adopted for this review. The search was based on the keywords “STEM in chemistry learning”, “critical thinking skills”. All 26 research articles analyzed in this journal were collected from Google Scholar and Scopus databases. Based on the results of the review, it shows that the models/methods/approaches used in the application of STEM to improve critical thinking skills in chemistry learning are Project-Based Learning (PBL)-STEM, Problem-Based Learning (PBL)-STEM, and Inquiry-Based Learning (IBL)-STEM. The chemistry materials applied with the STEM approach mainly include basic chemistry at the high school and university levels. The results showed that the approaches not only deepened students' understanding of chemistry concepts, but also significantly improved their critical thinking skills.
Research Trends on the Integration of Ethnoscience in the Learning of Chemistry as the Development of Chemical Literacy: A Systematic Review Dwiarini Yuendita; Eli Rohaeti
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.v8i1.85334

Abstract

Chemical literacy is a fundamental competency for addressing the demands of the 21st century. This study aims to analyze the trends, characteristics, and contributions of research on the integration of ethnoscience in chemistry education to enhance students’ chemical literacy. A Systematic Literature Review (SLR) method was employed, examining 3,342 articles published between 2014 and 2024 from Google Scholar and Scopus databases using the PRISMA protocol. The review results indicate a significant increase in publications focusing on ethnoscience integration in chemistry learning over the past three years. Ethnoscience-based learning has proven effective in enhancing chemical literacy through meaningful and contextualized approaches. The reviewed studies employed a variety of research designs, including qualitative and quantitative descriptive, quasi-experimental, survey, case studies, research and development (R&D), bibliometric, pre-experimental, meta-analysis, and SLR. Commonly used instruments include tests, questionnaires, interviews, and document analysis. Data analysis techniques consisted of T-tests, N-Gain, U-tests, and both qualitative and quantitative descriptive analyses. The findings conclude that the integration of ethnoscience holds substantial potential for improving chemical literacy and can serve as a foundation for curriculum development and instructional innovation in future educational practices.
Analysis of the Effectiveness of Using SAVI Model in Science Learning at Elementary School : Literature Review Maharani Zaniyati Hazmi; Rohmani
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.v8i1.85349

Abstract

Science learning in primary schools still encounters challenges, particularly the use of monotonous and less interactive teaching approaches, which lead to low student engagement. To address this issue, the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model has been introduced as an innovative alternative. This model integrates multiple learning styles to create a holistic and meaningful learning experience. This study aims to analyze the effectiveness of the SAVI model in science learning at the primary school level using a Systematic Literature Review (SLR) approach. The analysis was conducted on relevant scholarly publications from the last five years. The results reveal a growing trend in the number of publications related to the application of the SAVI model, peaking in 2023. These findings indicate a strong interest among researchers in the effectiveness of the SAVI model for science instruction. The synthesis of the reviewed studies confirms that the SAVI model effectively enhances student participation and understanding, both in lower and upper primary grades. Based on these findings, it is recommended that educators adopt the SAVI model as a teaching strategy to improve the quality of science learning processes and outcomes in primary education.
Disaster Geography Learning Media Indonesian Secondary Schools: Identification, Challenges, and Innovations Mohamad Tusam; Lili Somantri; Iwan Setiawan
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.v8i1.85507

Abstract

Geography education plays a strategic role in fostering environmental awareness and enhancing disaster preparedness. However, the effectiveness of disaster-related learning in secondary schools continues to face various challenges, particularly in the use of innovative instructional media. This study aims to analyze trends, challenges, and innovations in the use of geography learning media for disaster education during the period 2014–2024. A systematic literature review was conducted using articles obtained from the Scopus and Semantic Scholar databases, assisted by the Publish or Perish software. Inclusion criteria consisted of peer-reviewed articles written in Indonesian or English that were relevant to the topic. Article selection and quality assessment were performed using the Critical Appraisal Skills Programme (CASP), and data were analyzed thematically. The review findings indicate a significant increase in the use of digital learning media such as Google Earth, Augmented Reality, Moodle, Story Maps, and gamification, all of which have been shown to enhance student engagement and comprehension of disaster concepts. Most studies reported improvements in both cognitive and affective learning outcomes following the implementation of these innovative tools. Nevertheless, their practical application remains limited due to inadequate teacher training, technological infrastructure constraints, and suboptimal curriculum integration. Accordingly, this study recommends a systemic approach to developing and implementing learning media, which includes improving teachers' pedagogical and digital competencies, strengthening policy support, and ensuring adequate technological infrastructure in schools.
How the Merdeka Curriculum Enhances the Pancasila Student Profile in Education Dwi Rahmad Julianto; Ali Mustadi; Anwar Senen; Ujang Sugara
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.v8i1.86041

Abstract

The implementation of the Merdeka Curriculum places the Pancasila Student Profile Strengthening Project (P5) as a vital element in the learning process. However, its integration with thematic learning, particularly in Natural and Social Sciences (IPAS) subjects, still encounters various conceptual and practical obstacles. This study aims to analyze the alignment between the Learning Outcomes (Capaian Pembelajaran/CP) of IPAS subjects and the dimensions of the Pancasila Student Profile at the elementary school level. This research employed a qualitative approach through a document study method. The population consisted of all IPAS Learning Outcomes for phases A, B, and C at the elementary school level, while the sample included IPAS knowledge Learning Outcomes linked to the six dimensions of the Pancasila Student Profile. Data were analyzed using content analysis techniques on both the IPAS Learning Outcomes document and the Pancasila Student Profile strengthening project guidelines. The results indicated that each dimension of the Pancasila Student Profile can be conceptually integrated with several IPAS Learning Outcomes across all phases. It can be concluded that, theoretically, the Pancasila Student Profile Strengthening Project holds significant potential to be integrated into IPAS learning, serving as a reference for the development of teaching tools based on the Merdeka Curriculum. Its practical implication suggests that these findings can be utilized as a foundation for designing IPAS learning activities aligned with the values of the Pancasila Student Profile.
Mathematical Proof through Toulmin Argumentation Schema: A SLR in the Context of Mathematics Education Putri Haryani Syahar; Lukman; Dadang Juandi; Sufyani Prabawanto
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.v8i1.86096

Abstract

Proof and argumentation are integral components in mathematics education, as argumentation serves as a crucial foundation in constructing mathematical proofs. However, students’ abilities to develop formal arguments often remain limited, particularly in validating the structure and reasoning of proofs. This study aims to evaluate and synthesize findings from previous studies concerning the application of Toulmin Argumentation Schema in mathematical proof within mathematics education contexts. The research employed a Systematic Literature Review (SLR) by analyzing 20 selected articles published in reputable international databases. Data were collected through systematic identification using the PRISMA diagram and thematically analyzed based on research aims, methods, participants, mathematical topics, and key findings. The results indicate that most studies were conducted with secondary school students, undergraduate students, and mathematics teachers, focusing on proof topics such as algebra, geometry, mathematical induction, calculus, and probability. The analysis reveals that students' argument structures typically consist of six elements: data, claim, warrant, backing, rebuttal, and qualifier. The most frequent errors occurred in determining the warrant when validating the type of proof. Furthermore, a hierarchy of proof types was identified, which can guide students in advancing their reasoning and argumentation skills. This review highlights the importance of developing learning strategies and assessment instruments based on Toulmin Argumentation Schema to strengthen students’ mathematical reasoning and proof abilities.
Media Analysis of the Quizizz Application in Elementary School Science Learning: A Systematic Literature Review Aldona Aqtoina; Rohmani
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.v8i1.86468

Abstract

Low student interest and motivation in science learning remain significant challenges in achieving optimal educational outcomes. The limited use of interactive digital media is considered to contribute to the lack of student engagement in the classroom. This study aims to analyze systematically the impact of the Quizizz application on students' science learning outcomes in elementary schools through a systematic literature review approach. The research involved the analysis of 11 relevant scientific articles obtained through a structured literature search on Google Scholar using predetermined keywords. Data collection was carried out by reviewing articles published between 2019 and 2024, and the research instrument was documentation in the form of published articles. Data were analyzed using descriptive analysis techniques by identifying key themes, recurring patterns, and research gaps in previous studies. The results reveal that the integration of the Quizizz application in science learning has a positive effect on students' learning motivation, conceptual understanding, and critical thinking abilities. Moreover, the application provides immediate and accurate feedback, fostering active participation and enthusiasm in learning activities. The study concludes that the utilization of digital learning media such as Quizizz is effective in enhancing student engagement and learning outcomes in elementary science education. This research implies the importance for educators to adopt technology-based interactive media and encourages
Rational Emotive Behaviour Therapy; A Strategy for Managing Emotional Instability of Married Postgraduate Students Shittu Abdullateef; Shamsudeen Shola IBRAHEEM; Habibat Bolanle ABDULKAREEM
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.v8i2.86652

Abstract

This research departs from the direct problems faced by married graduate students in Kwara State: high academic burden, household financial pressure, rigid socio-cultural norms, and miscommunication with spouses that trigger repeated conflicts, decreased marital satisfaction, and disrupted academic performance. The general objective of this study was to assess the effectiveness of culturally adapted Rational Emotive Behaviour Therapy (REBT) to stabilize emotions, improve communication, and improve the quality of relationships and support for academic performance. The methods used were quasi-experimental-mixed-methods pretest-posttest design with a control group (waitlist); The REBT intervention lasted 6–8 sessions (60–75 minutes) for 8–10 weeks with short daily home practice. Data are collected through emotion regulation scales (e.g. DERS/ERQ), marital satisfaction (e.g. CSI-16/DAS-7), behavioral records (frequency/duration of conflict, emotional recovery time), sleep quality index, home practice logs, ABC worksheets, and semi-structured interviews; analysis using ANOVA/ANCOVA repeated measurements with effect size and qualitative thematic analysis for triangulation. The results showed that the REBT group experienced a significant increase in emotion regulation and marital satisfaction, as well as a decrease in the intensity/persistence of negative emotions and the frequency of conflict, with some effects lasting at 1–3 months follow-up. The implication is that REBT deserves to be integrated into campus counseling services through a stepped care model, facilitator training and fidelity checklist, adaptation of polite communication scripts and financial check-ins, and partnerships with scholarship/finance units; follow-up research is recommended in the form of multisite RCTs with long-term follow-up, cost-effectiveness evaluation, and development of digital-based blended/low-intensity versions for scalability.

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