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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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Perceptions of Non-Native English Speakers on English as the Global Lingua Franca: A Case Study Lexxus Dominic Espiritu Tamaño; Mikhaela Sagun
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.v8i3.100178

Abstract

Linguistic inequality has become an increasingly prominent global issue due to the dominance of English as a global lingua franca, which may marginalize non-native speakers and their native languages. This study aims to explore non-native English speakers’ perceptions of global English use, including its benefits, challenges, and implications for multilingualism. A qualitative case study design was employed. Participants consisted of nine non-native English speakers selected through purposive sampling from five countries: the Philippines, Indonesia, Japan, Sweden, and the United States. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that English functions as a key tool for global communication, academic access, and career advancement, while also presenting challenges such as accent bias, reduced confidence, and cultural displacement. Most participants perceived that English dominance reinforces linguistic inequality. The study highlights the importance of promoting multilingualism as a more inclusive approach to global communication. These findings provide implications for the development of equitable and sustainable language policies in international contexts.
From Tradition to Technology: Usage of AI Integration and Digital Informal Learning Among Islamic Teacher’s Functional Skills in Southern Pakistan Muhammad Kashif Majeed kashif Majeed; Tunku Badariah Binti Ahmad
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.v8i3.100353

Abstract

The digital divide and limited teacher readiness in rural areas remain major challenges in developing 21st-century teaching competencies. This study aims to examine the effects of Artificial Intelligence (AI) usage and digital informal learning on the functional teaching skills of Islamic school teachers in rural Southern Pakistan. A quantitative approach was employed using a survey design involving 450 Islamic secondary school teachers in the Kot Addu district. Data were collected through structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The findings reveal that AI usage has a significant positive effect on teachers’ functional skills, including communication, problem-solving, and instructional management. In contrast, digital informal learning does not show a statistically significant direct effect on functional skills. These results suggest that informal digital learning alone is insufficient to enhance teacher competencies without structured support and guided training. Regional and gender disparities in technology adoption were also identified, indicating the influence of contextual factors. This study contributes to the literature by providing empirical evidence from an under-researched Islamic education context and highlights the importance of structured AI-based professional development in improving teacher competencies in resource-constrained environments.
Making it Visible: A Scoping Review of a Competency Framework for ICT Literacy in Academic Writing Edy Waloyo; Rudi Hartono; Sri Wahyuni; Henrikus Joko Yulianto
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.v8i3.100748

Abstract

Limited Integration of ICT literacy in academic writing remains a key challenge in a higher education. This study aimed to develop a comprehensive framework for ICT literacy using the Knowledge, Skills, and Attitudes (KSA) model. A qualitative scoping review was conducted by analyzing 32 peer-reviewed articles from Scopus and Google Scholar, published between 2016 and 2025. Thematic analysis approach revealed nine key themes: source credibility evaluation, tool awareness, and digital ethics under the knowledge domain; digital research, academic writing with ICT, and collaborative writing under skills; and independent ICT use, adaptability to digital tools, and critical ICT awareness under attitudes. The findings show that students often struggle with evaluating sources, using tools reflectively, and understanding the ethical and epistemic impact of technology on their writing. These findings indicate the need for pedagogically grounded and context-sensitive framework to support digital writing instruction. The framework can inform assessment practices and curriculum development, particularly in cyber-based institution, and has broader applicability to educational settings seeking to strengthen ICT Literacy in academic environments.
Enhancing Mathematical Dexterity of Eleventh Grade Humanities Students Through Social Media Videos Lougene N. Hilario
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.v8i3.101034

Abstract

Statistics and Probability are frequently perceived as abstract and challenging subjects, resulting in low engagement and academic performance, particularly among Humanities and Social Sciences (HUMSS) students with limited mathematical orientation. This study investigates the effect of integrating curated social media video content on students’ academic performance and learning engagement. A mixed-methods action research design was employed involving 50 Grade 11 HUMSS students at Tunasan National High School. Data were collected through pre-test and post-test assessments, a Likert-scale perception questionnaire, and guided reflection journals. Quantitative data were analyzed using descriptive statistics and a paired-samples t-test, while qualitative data were examined through thematic analysis. The findings indicate a statistically significant improvement in students’ performance, with mean scores increasing from pre-test (M = 18.42, SD = 3.89) to post-test (M = 26.18, SD = 4.12), t(49) = −11.31, p < 0.001. Qualitative results reveal enhanced engagement, improved conceptual clarity, and increased learning autonomy. The study concludes that integrating pedagogically curated social media videos effectively improves students’ performance and engagement in Statistics and Probability. These findings highlight the potential of social media as a complementary digital learning resource that bridges informal and formal learning environments.
Systematic Literature Review: The Influence of Various Models of Teacher Training Programs in Implementing Computational Thinking in the Classroom Cynthia Paramitha Hartono; Ketut Agustini; I Kadek Suartama
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.v8i3.101454

Abstract

Computational thinking is one of the important foundations for developing 21st-century skills. Teacher competence is one of the important factors for integrating computational thinking into classroom learning. This studyaims to provide various types of teachers professional development to enhance computational thinking skills and integrate them into learning. This study uses the Systematic Literature Review (SLR) method dor 21 articles indexed by Scopus from 2022 to 2024. This stusy analyses the targets, training models, tools used, and program materials. The results show that the training program targets pre-service teachers and in-service teachers at the PAUD to SMP levels, with the most focus on elementary school. The training models that are widely used are project-based learning and problem-based learning. The programming tools that are widely used are scratch (non-tangible) and BeeBot (tangible). The training materials mostly focus on developing technical skills through project creation and interdisciplinary integration. Professional training programs have proven to be crucial for buildin/g teachers' pedagogical knowledge and content knowledge, enabling them to integrate computational thinking into all subjects.
Research Trends in Argumentation Skills in Indonesian Science Education: A Systematic Review of Models, Subjects, and Learning Topics Umi Kalsum Djano; Nur Azizah Dj. Junus; Duden Saepuzaman; Muslim
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.v8i3.102790

Abstract

Argumentation skills are one of the important competencies of the 21st century that play a role in building conceptual understanding and critical thinking skills. This systematic literature review aims to analyze research trends (2020–2025) on learning models to improve argumentation skills in science education in Indonesia. The systematic review was conducted using the PRISMA method, utilizing two databases: Scopus and Google Scholar. Of the total 119 articles identified, 33 articles met the analysis criteria. The results show the dominance of the Argument Driven Inquiry (42%) and Problem-Based Learning (36%) models, which are mainly applied to high school students (73%) in the context of complex science topics. This review identified two crucial issues: a significant research gap at the junior high school level (12%) and persistent weaknesses among students in constructing high-level argument components, such as backing and rebuttal. These findings imply the need for further research at the junior high school level and the development of learning strategies that emphasize more complex argumentation training.
Impact of Model Eliciting Activities in Geometry Learning: Anxiety, Self-Regulated Learning, and Learning Outcomes Ageng Triyono; Rusmin R. M. Saleh; Teguh Wibowo; Winda Ayuningtyas
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.v8i3.102836

Abstract

Low mathematics achievement and high mathematics anxiety in geometry among Indonesian students require innovative solutions. This study analyzes the effectiveness of Model Eliciting Activities (MEAs) in reducing mathematics anxiety, enhancing self-regulated learning (SRL), and improving students' geometry learning outcomes. Employing a quasi-experimental one-group pretest-posttest design with 25 junior high school students in East Jakarta, validated and reliable instruments were used, including a mathematics anxiety questionnaire, an SRL questionnaire, and a geometry test. The research procedure involved a pretest, MEA implementation through four modeling stages, posttest, observation, and interviews. Data were analyzed using paired t-tests and multiple correlations. The results indicate that MEAs significantly reduced mathematics anxiety (p < 0.01), increased SRL (p < 0.01), and improved geometry learning outcomes (p < 0.01). However, the simultaneous relationship between mathematics anxiety and SRL with geometry learning outcomes was low (R = 0.28). These findings support the integration of MEAs for more effective affective and metacognitive geometry learning.
Implementation of Learning Strategies to Instill Student Discipline Values in Madrasah Ibtidaiyah Based on Pancasila Education Syudirman; Yuli Andriyani
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.v8i2.104765

Abstract

The implementation of student discipline values has been less than optimal, highlighting the need for learning strategies integrated with character education based on Pancasila to shape disciplined, ethical, and responsible individuals. This study aims to describe the implementation of Pancasila-based learning strategies in instilling student discipline values in Madrasah Ibtidaiyah. Discipline is regarded as a crucial aspect of student character development, as it affects not only compliance with school rules but also responsible behavior in daily life. This research employs a descriptive method with a qualitative approach, involving principals, teachers, students, and parents as subjects. Informants were selected through purposive sampling and extended using snowball sampling. Data were collected through semi-structured interviews, participatory observation, and documentation, and were validated using source, technique, and time triangulation. The results indicate that Pancasila-based learning strategies are quite effective in instilling discipline, particularly in time management (93%), rule compliance (93%), and politeness (90%). However, responsibility (70%) and behavioral consistency (80%) still require improvement. Supporting factors for success include teacher role modeling, habituation of routine activities, and parental involvement, while the main challenge is students’ lack of consistency. This study concludes that integrating Pancasila values through role modeling, habituation, and school-parent collaboration can sustainably foster student discipline.
Beyond the Label “C4”: Profiling Pre-Service Elementary Teachers’ Analytical Thinking in Mathematical Problem-Solving Using Anderson & Krathwohl’s Bloom’s Taxonomy in Online Learning I Komang Sesara Ariyana; I Putu Suardipa; I Komang Wahyu Wiguna
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.v9i2.121796

Abstract

Anderson and Krathwohl’s revised Bloom’s Taxonomy classifies students’ cognitive level, but a label such as “analyzing” does not by itself explain how students who reach that level actually reason. This study examined 68 pre-service elementary teachers’ (PGSD students) responses to a composite-area geometry problem administered in an online learning environment, coding all responses against the taxonomy’s six cognitive levels and then inductively profiling the analytical reasoning of students who reached the analyzing (C4) level. Only 7 students (10.3%) reached C4; the remaining 61 (89.7%) became stuck at applying, understanding, or remembering. Close reading of the seven successful responses, triangulated with interviews, revealed three distinguishable analysis profiles — relational, procedural, and visual — each grounded in established constructs of mathematical reasoning. A conceptual model, Apply→Transition→Analyze, is proposed to describe the cognitive transition zone in which most students became stuck. The findings indicate that Bloom’s taxonomy is adequate for identifying cognitive level but insufficient for explaining analytical variation. Theoretically, the study contributes a process-oriented complement to taxonomy-based classification of mathematical reasoning; practically, it offers instructors a concrete, text-based basis for identifying and teaching the relational reasoning most students lack.

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