International Journal of Educational Research Excellence (IJERE)
Welcome to the International Journal of Educational Research Excellence (IJERE), ISSN. 2830-7933 (Online). IJERE is the first open access and double-blind peer-reviewed international journal managed by PT Inovasi Pratama Internasional, which exclusively focuses on education and Education technology. This first international journal is a part of the Publisher’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education. IJERE aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes; Language and literature education, Social science education, Sports and health education, Economics and business education, Math and natural science education, Vocational and engineering education, and Visual arts, dance, music, and design education.
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<![CDATA[Enhancing Critical Thinking Skills in Mathematics Education: Integrating Problem-Based Learning in Seconday Schools ]]>
<![CDATA[Sappaile, Baso Intang]]>;
<![CDATA[Nisak, Sayida Khoiratun]]>;
<![CDATA[Afandi, Ahmad]]>;
<![CDATA[Anshoriyah, Sofiyatul]]>;
<![CDATA[Mardiati, Mardiati]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1085
<![CDATA[Mathematics has an instrumental function in enhancing the quality of Indonesian citizens. However, as science and technology progress and the digital age intensifies, it has become imperative to modify the mathematical learning paradigm to align it with the demands of the 21st century. The research objectives were to ascertain the following: The study sought to answer three research questions(1) the difference in the improvement of mathematical critical thinking ability of students who are given problem-based learning with students who are given direct learning; (2) the interaction of learning with initial mathematics ability on the improvement of students' mathematical critical thinking ability; (3) the difference in the improvement of learning independence of students who are given problem-based learning with students who are given direct learning. The findings of the study can be summarized as follows: (1) students who received problem-based learning exhibited a greater improvement in their mathematical critical thinking abilities than those who received direct learning; (2) there was no interaction between learning and initial mathematical ability on the improvement of mathematical critical thinking abilities; (3) students who received problem-based learning demonstrated a greater improvement in their learning independence than those who received direct learning.]]>
<![CDATA[Implementation of the Law on the Role of Prosecutors as Corruption Crime Investigation Officers ]]>
<![CDATA[Alendra, Alendra]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1102
<![CDATA[Corruption is a reality of human conduct in social interactions, considered to be deviating and endangering society and the state. The research conducted is normative-legal, that is, research that uses law as a basis for solving the problems posed, and empirical-legal research through the conduct of interviews. The data used is secondary data and the data collection methods used in this study are library surveys and field surveys. The analysis of data used is qualitative data. Based on the findings, it is believed that the Anti-Corruption Commission can only investigate cases of corruption offenses that have affected state apparatus and have resulted in state financial losses of at least billion rupiah, for this reason the role of prosecutors as investigators in criminal cases is required. Corruption that does not meet the requirements for investigation by the Anti-Corruption Commission. Legal and Non-Judicial Constraints Are Limiting Factors in Corruption Crimes Investigations]]>
<![CDATA[The Effectiveness of Traditional Game Therapy in Improving Social Skills in Elementary School Students 060952 Medan Labuhan District ]]>
<![CDATA[Johannes, Johannes]]>;
<![CDATA[Fitriani, Enny]]>;
<![CDATA[Muhammadi, Muhammadi]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1105
<![CDATA[Social skills are very important for the development of elementary school children. Traditional play therapy offers an alternative method for education that has the potential to improve social skills through group interactions and real-life experiences. This is different from the conventional approach which often centers on academic aspects. The aim of this study was to evaluate how effective traditional play therapy is in improving the social skills of children in elementary school and compare it with more conventional methods. This is the experimental design used for this study with a control group. Children in elementary school are divided into two groups. The experimental group received traditional play therapy, while the control group carried out routine activities. Data was collected through teacher observations, assessments, and social skills questionnaires before and after six weeks of intervention. The results of the analysis showed that, compared with the control group, the experimental group showed significant improvements in social skills. Communication, cooperation and conflict resolution show improvement. These results indicate that traditional play therapy is effective in improving the social skills of elementary school children. According to this research, traditional play therapy can be included in the school curriculum as a tool to improve social skills in a comprehensive and enjoyable way.]]>
<![CDATA[Integrating Scientific Approaches in Digital Learning Materials to Improve Spatial Abilities in Cube Geometry: A Research and Development ]]>
<![CDATA[Guci, Putri Tipakaden]]>;
<![CDATA[Siregar, Budi Halomoan]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1118
<![CDATA[This research aims to determine the level of validity, practicality and effectiveness of digital teaching materials based on a scientific approach, so that they can improve students' spatial abilities in cube material. This type of research is development research with the ADDIE development model. Research instruments in the research include questionnaire validation sheets, lesson plan validation sheets, digital teaching material validation sheets, test instrument validation sheets, spatial ability tests, as well as teacher and student response questionnaires to digital teaching materials. The research results show that: (1) the scientific approach-based digital teaching materials developed have met the validity criteria based on validator assessments with the average validity of digital teaching materials for material being 3.44 and 3.82 for media in the very appropriate category; (2) the scientific approach-based digital teaching materials developed have met the practicality criteria through: a) the results of the student response questionnaire to digital teaching materials show a practicality percentage of 82.75% in the very practical category, b) the results of the teacher response questionnaire to digital teaching materials show practicality percentage 91.67% in the very practical category; (3) The scientific approach-based digital teaching materials developed meet the effective criteria with: a) classical student learning completeness of 90%, b) more than 65% of students have achieved 75% of the learning objectives for each indicator, c) increasing students' spatial abilities After using digital teaching materials, it can be seen from the students' average score increasing from 47.67 in the pretest to 86.50 in the posttest. The results of the N-Gain analysis which shows that students' spatial abilities have increased by 0.725, meaning they are in the high category.]]>
<![CDATA[The Role of Technology in Promoting Collaborative Learning: Case Studies from Multicultural Classrooms ]]>
<![CDATA[Mansori, Mansori]]>;
<![CDATA[Hadi, Abdul]]>;
<![CDATA[Turmudzi, Imam]]>;
<![CDATA[Jumriah, Jumriah]]>;
<![CDATA[Anggraheni, Dini]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1131
<![CDATA[The objective of this research is to examine the potential of technology in facilitating collaborative learning in a multicultural classroom setting at SMP 11 Jakarta. Given the culturally diverse student backgrounds, this research is concerned with the ways in which technology can facilitate enhanced interaction and collaboration among students from different cultural backgrounds. This research employs a qualitative approach utilising a case study methodology to gain comprehensive insights into the experiences and perceptions of students and teachers regarding the utilisation of technology in collaborative learning. The data were gathered via in-depth interviews, classroom observations, and the examination of pertinent documents. The findings demonstrate that technology not only facilitates communication between students but also fosters a more inclusive and collaborative learning environment. However, there are certain challenges associated with the implementation of technology, particularly with regard to students' digital literacy and the disparity in technology infrastructure across different settings.]]>
<![CDATA[The Role of Technology in Inclusive Education: Challenges and Opportunities in Developing Countries ]]>
<![CDATA[Kushariyadi, Kushariyadi]]>;
<![CDATA[Mustofa, Mustofa]]>;
<![CDATA[Permatasari, Armita]]>;
<![CDATA[A. Fitriani]]>;
<![CDATA[Faridah, Luluk]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1132
<![CDATA[The objective of inclusive education is to guarantee that every individual, irrespective of physical, intellectual, social or emotional limitations, is provided with equal access to educational opportunities. The advent of technology has led to the emergence of new possibilities for the implementation of inclusive education, particularly in resource-constrained developing countries. However, the implementation of technology in inclusive education in developing countries is confronted with a multitude of challenges, encompassing deficiencies in infrastructure and constraints in educator training. This article seeks to examine the role of technology in inclusive education in developing countries and identify the challenges and opportunities that arise. The research employs a literature review methodology to collate data from pertinent studies and proffer policy recommendations to enhance the role of technology in inclusive education.]]>
<![CDATA[Development of Teaching Materials to Support Merdeka Curriculum Learning on Salt Hydrolysis for Phase F Senior High School ]]>
<![CDATA[Mardhiyatul Khairat]]>;
<![CDATA[Mawardi]]>;
<![CDATA[Okta Suryani]]>;
<![CDATA[Reza Akmar]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1139
<![CDATA[This aims of this research is to develop teaching materials that incorporate multiple representations of chemistry concepts, especially on the salt hydrolysis topic, to support the Merdeka Curriculum and improve students' mental models in the F phase of high school. Educational Research Development (EDR) is the method chosen, using Plomp’s development model. The subject are three UNP chemistry lecturers, two chemistry teachers and nine SMAN 8 Padang students. The developed teaching material have been validated with a construct validity value of 0.89 which is classified as valid and. Then it has also been tested for practicality with a score of 96% from teachers and 94% from students, this shows that the development teaching materials are very practical, which indicates their ease of use and application in an educational environment. It concludes, that the developed teaching materials are for the topic of salt hydrolysis, which incorporate a comprehensive range of chemical representations proven to be valid and highly practical can effectively assist students in building mental models and improving their understanding of chemical concepts and support the goals of the Merdeka Curriculum in fostering deeper student understanding.]]>
<![CDATA[MathAR Book Technology Innovation: Effectiveness of Using Augmented Reality-Based Mathematics Books on Students' Mathematical Understanding Ability ]]>
<![CDATA[Prihatini, Atik]]>;
<![CDATA[Dewi, Utami]]>;
<![CDATA[Pramuditya, Surya Amami]]>;
<![CDATA[Aminah, Neneng]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1141
<![CDATA[Educational innovation continues to develop with advances in digital technology, including the use of Augmented Reality (AR) in learning. This research aims to measure the effectiveness of AR-based mathematics books (MathAR Book) on students' mathematical understanding. MathAR Book integrates traditional learning content with AR elements such as 3D visualization and interactive animations to increase student interest and engagement in learning mathematics. This research methodology uses a quasi-experimental approach with a pretest-posttest design. The sample consisted of class XII students who were randomly selected and divided into an experimental group that used the MathAR Book and a control group that used conventional textbooks. The instruments used include tests of understanding mathematical concepts, learning motivation questionnaires, and in-depth interviews. The results showed a significant increase in students' mathematical understanding in the experimental group compared to the control group. MathAR Book students also showed increased learning motivation and concept visualization abilities. Student feedback indicates that AR creates a more engaging and effective learning environment. In conclusion, the MathAR Book effectively improves students' mathematical understanding.]]>
<![CDATA[The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program ]]>
<![CDATA[Napitupulu, Rio Parsaoran]]>;
<![CDATA[Sidabutar, Yanti Arasi]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1145
<![CDATA[This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.]]>
<![CDATA[Analysis of Student Perceptions on the Use of Interactive Mathematics Learning Media ]]>
<![CDATA[Dewi, Utami]]>;
<![CDATA[Atik Prihatini]]>;
<![CDATA[Surya Amami Pramuditya]]>;
<![CDATA[Neneng Aminah]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v3i2.1147
<![CDATA[This study analyzes students' perceptions of using Quizizz as an interactive mathematics learning media in the classroom. Quizizz media was chosen because Quizizz is the most popular among teachers and students. Using a quantitative descriptive method, the study involved 60 grade X high school students who had used Quizizz. Data were collected through a Likert-scale-based closed questionnaire, measuring ease of use, learning benefits, and student engagement. The analysis showed that students had positive perceptions of Quizizz, with 80% stating that the platform was easy to use, 75% feeling that Quizizz helped them understand the material, and 70% feeling more motivated. Linear regression tests showed a significant relationship between ease of use, learning benefits, and student engagement in learning motivation. Most students felt more active and motivated while using Quizizz, most likely due to the competitive elements such as the leaderboard and point system. These elements not only boost students' intrinsic motivation but also generate extrinsic motivation through healthy competition among students. The more positive students' perceptions of Quizizz, especially in ease of use and learning benefits, the higher their motivation to participate in the learning process. This study concluded that Quizizz is an effective mathematics learning media, improves learning outcomes, and motivates students to be more actively involved in learning.]]>
