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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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Digital Influence on Physical Activity: A Systematic Review of Social Media’s Role in Enhancing Exercise Motivation Erika Mahardini Zhuka; Mochamad Ridwan; Procopio B. Dafun Jr
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.v8i2.94507

Abstract

Sport is a physical activity performed regularly and systematically to improve physical fitness, maintain health, and develop motor skills. The rapid growth of social media presents both opportunities and challenges in shaping individuals’ motivation to exercise. While social media can provide social support, gamification, and personalized feedback that encourage active participation in physical activity, exposure to unrealistic body ideals may generate negative effects on mental health. This study aims to systematically analyze the influence of social media on exercise motivation by synthesizing findings from previous research. A systematic review was conducted using the PRISMA 2020 framework. The subjects of this study consisted of peer-reviewed articles published between 2019 and 2024 and retrieved from reputable databases. Data were collected using a structured extraction sheet validated by experts, and thematic analysis was employed to identify patterns of positive and negative impacts of social media–based interventions. The results indicate that social media effectively enhances exercise motivation through online community support, gamification strategies, and adaptive motivational content. However, content emphasizing body idealization and excessive platform use may reduce psychological well-being and weaken motivation. This study concludes that social media holds considerable potential as a health education intervention tool if managed ethically, inclusively, and sustainably. The practical implication highlights the importance of designing social media–based programs that balance motivational benefits with the protection of users’ mental health.
Motivational Strategies as Determinant of Teachers Job Performance in Private Senior Secondary Schools Suleiman Yusuf; Yusuf Ibrahim Olasunkanmi; Ibrahim Musa Akanbi; Azeez Babatunde Adebayo
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.94807

Abstract

Declining teacher performance in private secondary schools highlights the urgent need to identify effective motivational strategies to enhance instructional quality. This study examines the influence of motivational strategies on teachers’ job performance in private senior secondary schools in Ilorin West, Kwara State, Nigeria. A descriptive survey design was employed with a sample of 100 teachers selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and regression analysis with SPSS at a 0.05 significance level. The findings reveal that recognition (β = 0.769, p < 0.001) and working conditions (β = 0.772, p < 0.001) have strong positive effects on teachers’ job performance, while rewards (β = 0.157, p < 0.006) and professional development (β = 0.140, p < 0.002) show moderate but significant effects. These results indicate that recognition is the most dominant factor influencing performance. The study highlights the importance of integrating intrinsic and extrinsic motivational strategies to improve teacher effectiveness. The findings imply that comprehensive institutional support, including recognition systems, conducive work environments, and continuous professional development, is essential to enhance teacher performance and improve educational outcomes.
Understanding Research Productivity and Trends in Mathematics Education using Bibliometric Analysis Melbert Hungo; Leomarich F Casinillo; Rolino Alvarez Jr.
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.v8i2.94938

Abstract

Mathematics education faces challenges in understanding the evolving directions of research and the dynamics of scholarly collaboration. This study aims to analyze research indicators and trends in mathematics education through a bibliometric review of 2,245 documents published between 2014 and 2024 in the Scopus database. The analysis employed VOSviewer, Bibliometrix, SPSS, and R to explore research productivity, citation patterns, collaboration networks, and keyword co-occurrence. Data were drawn from peer-reviewed articles, book chapters, and conference proceedings selected through strict inclusion criteria. The findings indicate a significant increase in research output in recent years, the dominance of specific journals, and concentrated contributions from certain authors and institutions. Peer-reviewed articles emerged as the most prevalent publication type, while Social Sciences, Mathematics, and Computer Science highlighted the interdisciplinary nature of the field. Thematic keyword mapping identified clusters related to pedagogy, digital transformation, cognitive tools, and teacher education. This study concludes that large-scale methodological development, global interdisciplinary collaboration, and the integration of digital and cognitive innovations into pedagogical practices are essential to enhance the relevance and equity of research in mathematics education.
Cognitive Process Frameworks in Academic Writing: A Systematic Review Ayyu Subhi Farahiba; Syamsul Sodiq; Titik Indarti; Budinuryanta Yohanes; Mintowati; Didik Nurhadi
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.95523

Abstract

Academic writing poses significant challenges due to its complex cognitive processes. Research on cognitive processes in academic writing often lacks a clear and coherent theoretical framework, resulting in a fragmented and under-explored understanding of the cognitive processes employed in academic writing. The purpose of this study was to synthesize the dominant cognitive process frameworks and methodological approaches used in current academic writing research. This study used a Systematic Literature Review (SLR) with the PRISMA protocol. A total of eleven articles met the inclusion criteria for further review. Data analysis was conducted using content analysis techniques with a thematic approach to present the relationships between findings in a descriptive and interpretive manner. The findings indicate that self-regulation and metacognition theories are the most frequently applied frameworks in modeling academic writing. Most studies employed qualitative methods, utilizing self-report instruments. The primary limitation identified was the narrow focus of studies on EFL learners. This study contributes to highlighting the importance of a more integrative framework and diverse contexts to enhance the generalizability and pedagogical applicability of cognitive process theories in academic writing.
Early Childhood Character Development: A Decade of Evidence from a Systematic Review of Educational Innovations and Barriers Muhamad Arif; Umi Masturoh; Faizah Binte Zakaria; Novita Widiyaningrum
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.95813

Abstract

Character education development must begin at an early age by optimizing various learning strategies that align with contemporary challenges. One effective approach is to strengthen collaboration between teachers, parents, and the community. Therefore, the aim of this study is to analyze character development in early childhood and to examine the challenges and solutions that may arise during the process of character education development. This research employs a systematic literature review method, utilizing articles published between 2014 and 2024 from two reputable and credible databases: Scopus and Crossref. The analysis was conducted using the PRISMA approach. The findings of the study include: the implementation of flagship character-based programs, collaboration among schools, parents, and communities, innovation in interactive learning models, optimization of digital and social media, enhancement of professional competence among early childhood education teachers, and the integration of religious and multicultural values. Meanwhile, several challenges in developing character education in early childhood were identified, such as the urgent need to improve teacher competence, particularly in the use of instructional media. The main solutions involve increasing teacher capacity through training, workshops, seminars, and the development of sustainable programs by institutions or the government. This study thus provides practical contributions that can serve as a reference for academics and early childhood educators in optimizing character formation in young children. Collaboration with various stakeholders and the development of structured programs are essential and inseparable components of the school environment.
Project-based Learning to Enhance Higher-Order Thinking Skills: A Bibliometric Analysis for 21st-Century Education Indri Murniawaty; Nina Farliana; Ahmad Sehabuddin; Ai Nur Solihat
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.97029

Abstract

The pedagogical approach that is considered effective in developing Higher Order Thinking Skills (HOTS) is Project-Based Learning (PjBL). There is still a limited number of bibliometric analysis studies that specifically focus on the relevance of PjBL in the development of HOTs. This research aims to analyze bibliometrically the research development related to implementing PjBL to improve HOTS. Data were obtained from the Scopus database from 2015 to 2025, and analyzed using bibliometric analysis with the Vosviewer software. Results show a significant rise in publications related to PjBL and HOTS over the past decade, with Indonesia and other Asian countries contributing the most. Influential authors were identified through co-citation and bibliographic coupling, while collaboration patterns revealed predominantly local networks, indicating a need for stronger international partnerships. Keyword analysis highlights research emphasis on critical thinking development, technology integration in education, and innovative assessment methods. The findings have practical implications for strengthening educational policies, teacher training on PjBL, and curriculum design aligned with 21st-century competencies. The report recommends further exploration of the practice of implementing PjBL contextually and comprehensively in various learning environments.
Understanding School Leadership in Elementary Schools Using Ordinal Correlation and K-Medians Clustering Leomarich F Casinillo; Michael Suarez; Melbert Hungo; Vicente Betarmos, Jr.; I Wayan Widiana
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.97383

Abstract

School leadership plays a critical role in shaping instructional quality and institutional performance in elementary education. This study aims to examine school leaders’ competencies in leading, managing, and developing teachers in Hindang District, Leyte, Philippines, and to analyze the relationships among these competencies. A descriptive–correlational design was employed using complete enumeration of 121 elementary school teachers. Data were collected through a structured questionnaire and analyzed using descriptive statistics, Spearman correlation, and K-medians clustering. The findings indicate that school leaders are generally perceived as “very satisfactory” in leading (Median=4), managing (Median=4), and developing teachers (Median=4). Correlation analysis reveals significant positive relationships among the three competencies, indicating that effective leadership operates as an integrated system. Cluster analysis identifies distinct groups of teachers who perceive leadership competencies as either “outstanding” or “very satisfactory,” reflecting variations in perceived effectiveness. These findings highlight the importance of strengthening leadership competencies through continuous professional development and management training to enhance school performance.
Bibliometric Analysis of Critical Thinking Skills in Higher Education (2015-2025): Trends, Collaborations, and Future Directions Nurul Khasanah; Rudi Hartono; Puji Astuti; Sri Wahyuni
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.97475

Abstract

Critical thinking skills are essential competencies in higher education, as they support effective problem-solving, decision-making, and self-directed learning. Despite their recognized importance, comprehensive bibliometric analyses examining the development of critical thinking research in higher education over the past decade remain limited. This study aims to map research trends, identify influential sources, and examine global contributions to critical thinking in higher education from 2015 to 2025. A bibliometric approach was applied using 336 Scopus-indexed journal articles, analyzed through Bibliometrix and VOSviewer. The findings reveal a significant increase in publication output, particularly after 2020, indicating growing scholarly attention to this field. “Thinking Skills and Creativity” emerges as the most influential journal, E. T. Pascarella as the most productive author, and the United States as the leading country in both publication volume and citation impact. Highly cited works highlight the increasing integration of digital literacy and artificial intelligence in developing critical thinking. These findings suggest that future research and educational policies should prioritize the explicit integration of critical thinking within curricula, particularly in response to digital transformation and the demand for global competencies.
The Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University Students Maya Khan; Lim Chong Ewe
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.97973

Abstract

Limited understanding of how motivation influences academic performance in private universities remains a critical gap in higher education research, particularly within diverse and localized contexts. This study investigates the impact of motivation on students’ academic performance at Metharath University within the framework of sustainable education. The objectives focus on examining the relationship between motivation and academic performance and determining the predictive effect of motivation on students’ grades. A quantitative cross-sectional survey design was employed, involving 286 undergraduate students selected through stratified random sampling across three faculties. Data were collected using the Academic Motivation Scale (AMS) and analyzed using Pearson correlation and linear regression. The results revealed a strong positive correlation (r = 0.733, p < 0.001) and a significant predictive effect of motivation on academic performance (B = 0.733, p < 0.001). These findings indicate that higher levels of motivation are associated with improved academic outcomes, highlighting motivation as a key determinant of student success. The study contributes empirical evidence from a private university context and provides practical implications for educators and policymakers in designing motivation-enhancing learning environments. Limitations related to the cross-sectional design suggest the need for longitudinal research to further validate the findings.
A A Case-Based Environmental Wisdom Learning Design for Developing Nature of Science and Environmental Awareness Sunyono; Annisa Meristin; Siti Marfu’ah
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.99128

Abstract

Environmental degradation demands education that not only enhances scientific understanding but also fosters environmental awareness. However, research shows that prospective teachers still have naive conceptions of the Nature of Science (NOS) and low environmental awareness. The application of a case design method enriched with environmental wisdom in order to improve students' understanding of the Nature of Science (NOS) and environmental awareness. With a quasi-experimental pretest-posttest control group design, a total of 200 students of the Elementary Education Study Program at the University of Lampung participated in five CBL sessions that raised local environmental issues, while the control group received conventional lecture-based learning. The results showed that the experimental group obtained a significant increase in NOS understanding (n-gain = 62.92) and environmental awareness (n-gain = 67.67) compared to the control group. In addition, students reported positive perceptions of CBL, especially in increasing engagement, motivation, and relevance through the integration of environmental wisdom. These findings demonstrate that integrating environmental wisdom into case-based learning can enhance understanding of NOS and environmental awareness, and has the potential to be implemented more broadly in the curriculum of prospective teacher education to equip them with the competencies to face the challenges of drought in a transformative and culturally responsive.

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